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KIKOTI EDUCATION CENTRE
Jumatano, 19 Aprili 2017
NAFASI ZA MASOMO KWA KIDATO CHA TANO
Jumatatu, 6 Machi 2017
Topic 2: Laboratory techniques and safety
•There are many apparatus that are used for measuring purposes in the laboratory. These include:
•Pipettes
•Burettes
•Measuring cylinders
•Thermometers
•Weighing balances
•Syringes
•Stop watches
a) Pipette
A pipette is a narrow glass tube into which small amounts of liquid are sucked in for transfer to other containers.
A liquid in a pipette adheres to the side of the tube and forms a curved surface called a meniscus.
How to use a pipette
Activity 1
(i) Using
your mouth or a pipette filler, suck a liquid from a container to the
level above the pipette mark then stop using a finger.
N.B: If sucking is done with your mouth make sure that you control the liquid in such a way that no liquid enters your mouth.
(ii)Regulate
the volume of the liquid by gently releasing a finger till the base of
the liquid is exactly at the mark on the pipette.
(iii) Make
sure that the pipette is straight and the eye is directed to the
meniscus of the liquid, at a right angle with the pipette (see figure
1.2)
Apparatus for measuring of volumes (Measuring Syringe)
b) Measuring syringe
Alternatively,
in the absence of pipette, a medical syringe can be used to measure
volumes of liquids. It is cheaply sold in medical shops.
Activity 2
i) Press down the piston of the syringe to zero mark.
ii) Insert/dip the syringe into the liquid to be drawn, followed by pulling up the piston to suck the liquid up to the desired mark.
iii) To pour the liquid into another container, slowly press down the piston to empty the liquid.
c) Burette
A
burette is a long cylindrical graduated tube with a stop cork near its
bottom end. It is commonly used for measuring and dispensing known
amounts of liquids during titration. Figure 1.4 shows an example of
a burette.
How to use a burette
Activity 3
i. Always rinse with a solution to be used.
ii. Fill the burette to the mark.
iii. Make sure that the nozzle part is filled with the solution.
iv. To record the volume, make sure that you read at the bottom part of the meniscus as is it is shown in figure 1.5.
Equipment for measuring mass (Triple beam balance) cont.
How to use triple beam balance
Activity 4
Step 1
Calibrate
the scale by sliding all three sliding masses to the right hand side of
the beams. Twist the zero adjustment knob (zeroing screw) until the
balance pointer lines up with the fixed zero mark, as shown in figure 1.7.
Step 2
Place
the object to be weighed on top of the pan (measurement tray); this
will make the pointer to move upward above zero mark. See Fig 1.8.
Step 3
Slide 100 g
beam mass one notch at a time until the pointer drop to or down the
zero mark (Make sure the mass is locked in the particular notch). If the
pointer lines up with zero mark, record the mass as the mass of your
object. If it drops down the zero mark, move it back to the left hand
side just one notch.
For example, if your object weighs 373.3 g, the pointer will drop down the zero mark on the fourth notch when moving 100 g beam mass. Move the mass back to the 3rd notch (ie 300 g). This will make the pointer to move back and point above zero mark.
Step 4
Slide
the 10-gram beam mass right one notch at a time. When the pointer
drops below zero mark, move the mass one notch to your left hand side
(or right hand side of the beam).
For
above example, the pointer will drop down the zero mark on the 8th
notch and so you will be supposed to slide it back one notch to 7thnotch (70 g).
Step 5
Slide the 1-gram beam mass slowly across the front beam. (Note: there are no notches on this beam so keep an eye on the pointer while sliding the mass). Stop sliding when the pointer lines up with zero mark. Considering above example, the pointer will line up at 3.3g. See Fig.1.9.
Heat Sources (Bunsen burner)
Parts of Bunsen burner
Barrel (Chimney)
The
barrel is a vertical metal cylinder that is mounted to a base and is
the main body of a Bunsen burner. When the burner is activated, flame emerge from the top of the barrel.
Gas inlet
Gas
inlet is a metal piece that protrudes from the side of the Bunsen
burner at the bottom. When its end is connected to a rubber tube the gas
passes from its source to the barrel.
Collar
The
collar is a short, hollow cylinder that encircles the lower part of the
barrel. Its function is to open or close the air holes. When the air
holes are closed, a luminous flame is produced. Half-open or full open
air-holes produce a nearly invisible, blue-coloured flame commonly
called non-luminous
How to use the Bunsen burner
Activity 6
i) Connect the rubber tube of a Bunsen burner to the gas tap
ii) Rotate the collar to close the air holes of the Bunsen burner.
iii) Light a match and immediately open the gas tap and light the gas at the tip of the barrel. A yellow flame will be observed
iv) To
get the blue flame, rotate the collar in order to leave the air holes
open. This gives a hotter, non-sooty flame suitable for heating purposes
Charcoal burner
In
absence of a Bunsen burner, spirit burner, charcoal burner, gas stove,
kerosene stove and moto poa stove can be used as heat sources.
Other heat source
- Kerosene stoves
-Spirit lamp
Electric hot plate
Summary
Laboratory
is a place for carrying scientific experiments. For experiments to be
properly done they need special apparatus and equipment. There are
apparatus and equipment for measuring volumes, lengths, temperatures and
masses. Also there are apparatus and equipment used as heat sources.
Some equipment and apparatus are delicate and hence, they need to be
handled carefully. Proper measuring is needed in order to obtain
accurate scientific data. However, in some laboratories there may be no
equipment or apparatus for specific purpose. In this case, is
improvisation is important.
Resources
South
Carolina University and MoEVTZr (2010), Chemistry for Secondary
Schools, Form 1&2, Oxford University press Tanzania Ltd, Dar es
Salaam.
Alhamisi, 27 Oktoba 2016
Uongozi wa Kikoti Education Centre wapongezwa
picha: wanafunzi wa kikoti education centre wakiwa shule ya sekondary mazombe
pongezi hizo zilizotolewa pale wanafunzi kutoka kikoti education centre walipotembelea shule ya sekondary mazombe katika ziara ya kimasomo iliyohusisha mashindano ya debate(mdahalo wa lugha ya kiingereza uliokuwa unaohoji je elimu na pesa kipi bora (is education batter than money)?
awali kabla ya kuanza mashindano hayo mkuu wa shule hiyo alianza kwa kuwakaribisha wageni wake kwenye ofisi yake kwaajili ya kusaini kitabu cha wageni na baada ya hapo akawakabidhi wageni hao kwa mwalimu wa taaluma kwaajili ya kuwaonesha mazingira ya shule na namna shughuli mbalimbali zinavyofanyika shuleni hapo.
Baada ya mwalimu wa taaluma kuambatana na head boy(kaka mkuu) na head girl(dada mkuu) mashindano yalianza kwa mwenyekiti wa mdahalo huo kukaribisha motion mover(yaani mfafanuzi wa debate) kwaajili ya kuelezea debate. baada ya hapo mwenyekiti wa mdahalo aliruhusu debate kuanza kwa kuelezea kwamba kikoti education centre watakuwa proposer side na mazombe secondary watakuwa opposer side
Baada ya saa nane mwnyekiti alimkaribisha jaji wa debate hiyo kwaajili ya kutoa kasoro na kutaja mshindi wa debate hiyo ndipo jaji akathibitisha kwamba kikoti education centre wakatajwa kuwa washindi wa debate hiyo kwa point kumi na tatu dhidi ya mazombe waliopata point tisa
pia aliwataarifu rasmi wanafunzi hao kwamba kituo kitaendelea kutoa huduma wa tuition na kuwakaribisha wanafunzi hao kwenda kusoma kituo bora chenye walimu bora na wenye uwezo stahiki na kumalizia kwa kusema kuna watu watakuja kuwarubuni hapa msidanganyike na maneno yao maana hata wenzenu pre form one mnaowaona leo walidanganyika na kwenda kwa bwana mmoja lakini saa wanasumbuka kuja kulipa ada kwetu mara mbili kutokana na elimu wanayoipata waliko
Jumanne, 11 Oktoba 2016
HISTORY NOTES FORM THREE
CHAPTER 1
SCRAMBLE FOR AND PARTITION OF AFRICA.
Scramble for was
the process were by European nation struggle to obtain colonies in Africa and
other part of Asia
Partition was
the situation where by European started to divide territory in Africa and Asia
among themselves. This occurs during the 19th c. scramble for and
partition cause the African domination.
Reasons for the
scramble for and partition
Ø
Industrial
revolution.
After
the industrial revolution in Europe which was between 1750-1850 there were many
economic problems that faced the capitalist nation, there high production of
manufactured goods and high need of raw
materials, market, cheap labour and areas for investment, the solution was to
shift from Europe to Africa as an areas
for getting their needs.
Ø
European
nationalism.
nationalism in Europe referred to as unification of the same state to
form a big nation, example Germany unification and Italy unification 1870, this
countries became strong so started to expand outside of the countries and found
Africa was a good place.
Ø
European
balance of power. European reached a time which became equal politically,
economically, military, and culturally this situation led European nation to
struggle to get colonies in Africa.
Ø
Social
reasons,
it argued that Africans was uncivilized so
need to be civilized so as to leave all barbaric and other hardship.
Ø
Strategic
reasons.
Some
areas were said to be very important and stragically example Egypt and
important after opening Suez Canal and other areas had a good fertile soil so
need to invest in those areas.
Ø
European
national prestige
European feel as prestige to have colonies in Africa hence struggled to get
European colonization in Africa
The
colonization of Africa by the 19th c was achieved through the following
process
-penetration
of agent of colonialism
-scramble
for Africa
-establishment
of colonial rule and state
-establishment
of colonial economy
Penetration
of colonial agents in Africa (forerunners) include
i)
Explorers
ii)
Missionaries
iii)
Traders
v
Explorers,
was the group of forerunners which penetrated into the interior of Africa for
search of various potential information, example of the explorers include:
-Karl peters
-David living stone
-krapf john
-Burton William
-Henry Stanley
Bath
John and Richard
Function of
explorers
ü
Search
for the good areas for investment
ü
Find
the strategic areas for their mother countries
ü
Created
puppet leadership so as to help them
ü
To
sign treaty with local people
ü
To
learn natives language
(ii)MISSIONARIES
Was the second
group of forerunners which penetrated into the interior of east Africa after
the explorers with the aim of spread the world of God, example of missionaries
include Dr Living stone and john Moffat
Function of
missionaries
ü
To
spread Christian by converting African to the new religion
ü
To
soften Africans by teaching them to be more obedience
ü
To
advocate the abolition of slave trade
ü
To
sign treaty with Africans chief example king lobengula with Moffat
ü
To
build different school like kigurunyembe, pugu and st Mary’s in tabora and
minaki.
TRADERS
Were the last
agent of colonialism to penetrate to the interior of Africa, they came with
fully investment, example of trader
include; Karl peters, Cecil Rhodes and Tubman operated under the companies like GEACO,BSACO,BEACO
and RNCO
Function of
traders
ü
To
invest in Africa
ü
To
find market for goods
ü
Exploits
African resources
BERLINE
CONFERENCE 1884/1885
Was the
conference held by chancellor Edward Otto von Bismarck in Berlin city from 1884
to 1885 the conference was attended by countries like Britain, Portugal, France,
and Spain. USA and DERNMARK as observer. Helped under the chairman of Edward Otto
von Bismarck.
Why the Berlin
conference held
v
To
settle the ongoing conflict and disputes among the imperialist nation in
peacefully means
v
To
divide the African continents among the imperialist nation
v
It
was personal motives of chancellor Bismarck to solve the conflict with France
Why conference called as a
treaty?
It involves enacting the
laws and formal agreements among the imperialist nation, all agreement were put
in laws and there for each nation held supposed to sign and put into force.
Principle or agreement
reached during the Berlin conference
1.
Effective
occupation of African colonies and control over the colonies over the given area
2.
Each
nation which claimed an area in Africa had to show it is power of controlling
such an area
3.
No
any European nation was allowed to collaborate with African against any
European nation
4.
Every
nation had to advocate and supervise the abolition of slave trade
5.
The
role of the forerunners(agent of colonialism) was respected and considered in
dividing up Africans
6.
King
leopard II given Congo as free state
7.
All
navigable river should left free for all nation use such as Nile, Niger and Congo
river
8.
All
colonies given nation in Africa had to help their countries.
Partition of African colonies
Britain-got Kenya, Uganda, Sudan,
Egypt, Zimbabwe, Zambia, Ghana Sierra Leone South Africa, Malawi, Botswana.
Germany got-east Africa by
then was Tanganyika Rwanda Burundi Namibia and Cameroon.
France got-Senegal, Ivory Coast
Algeria Tunisia Burkina Faso, Benin guinea Bissau and Mauritania
Italy got Somalia land Eretria
and Libya
Portugal got Angola and
Mozambique
Spanish got riode janneiro
IMPACT OF BERLIN
CONFERENCE
·
Marked
the official colonization of African whitmen.
·
Mapping
of African continents
·
Influx
of whitemen to Africans as their areas of residence
·
Importation
of massive industrial goods and creation of agricultural policies.
ESTABLISHMENT OF
COLONIAL RULE
COIONIALISM
refers to the process whereby one country dominated other countries politically,
socially, economically, and socially.
Causes of
colonialism
v
Industrial
revolution
v
Development
of capitalism to the highest stage
v
European
nationalism
v
National
prestige
v
European
balance of power
Colonial
rule
It
was the period of control and organization introduced by colonialist with the
grades of authority from lowest to the top
Characteristic
of colonial rule
Ø
Was
racial segregation in nature
Ø
It
was top down structured
Ø
Colonial
language was English
Ø
Only
few people control the government
Ø
It
involves punishment for the law breakers
Types of colonial rule
1.
Indirect
rule
2.
Direct
rule
3.
Assimilation
policy and association
INDIRECT RULE
Was the kind of
colonial rule administration which was applied by the British where they used
local chief to control African continents
The local chief
govern their people through colonial orders from colonial government
Why did
introduce indirect rule in the colonies or reasons for indirect rule
a)
Shortage
of personnel /few in number of British. British had few European official who
could administer the colonies effectively, the chief were highly needed to
assist British.
b)
British
were afraiding of diseases like malaria since many European affected by malaria,
hence only few were ready to serve in tropics.
c)
Avoidance
of strong resistance from different strong tribes
d)
To
promote division among ethics group
e)
Language
barrier between British and local people
f)
Indirect
was cheap
g)
Physical
difficulties of the colonies
HOW INDIRECT
SYSTEM WORKED OR HOW INDIRECT SYSTEM WAS INDIRECT
OR
HOW DIRECT
OPARATED.
a)
African
chief and king were made as instrument
of local government
b)
British
appointed their own officials
c)
Parts
of collected tax went to control government for the development
d)
Some
collected tax used for the developing infrastructure
e)
The
appointed chief helps them to control low courts and sometimes collection of
tax.
WHY INDIRECT
RULE FAILED.
a)
Influence
of educated people
b)
New
policies of taxation made failure
c)
It
was not profitable
d)
British
created puppet leadership who betrayed them
IMPACT OF
INDIRECT RULE.
a)
Exploitation
of African resources
b)
Created
class among the Africans
c)
Led
to the resistance to among the Africans.
d)
Led
to the under developing of Africans nation
e)
Led
to the foundation of education system
b)
DIRECT RULE
Was the kind of administration or colonial rule
introduced by Germany which use force to control African colonies
REASONS
FOR USE DIRECT RULE
Ø
Germany
had strong military power
Ø
Germany
feared time consuming
Ø
Had
resistance from some society
Ø
Germany
faced the language problems
Ø
Germany
had high capital
Ø
Wanted
to show powerfully of Germany state.
HOW DIRECT RULE
OPARATED
Ø
Military
are used to suppress Africans resistance
Ø
Germany
forced people to collect tax and work for them
Ø
Chiefs
were not included in controlling the areas
Ø
Build
the infrastructure to help the control Africans
Ø
Open
the official areas and form regional centre for their administration
WHY DIRECT RULE
FAILED
Ø
Strong
resistance from local people
Ø
Poor
infrastructure
Ø
Faced
with the diseases like malaria
Ø
Poor
support from European nation
Ø
Poor
system of controlling
EFFECT OF DIRECT
RULE
Ø
Led
to the resistance from different part of the world
Ø
Depopulation
Ø
Decline
of economy
Ø
Decline
of agricultural sectors in east Africa
Ø
Led
to increase of taxation
ASSIMILATION POLICY
AND ASSOCIATION
Was the system
of colonial administration used by France in west Africa were Africans acted as
a France in the way of taking, wearing and eating.
WHY INTRODUCED
ASSIMILATION POLICY
Ø
It
was a cheaply method
Ø
Aimed
to creates classes to among the Africans between civilized and uncivilized
Ø
Aimed
to get skilled labour
Ø
Wanted
to civilize Africans
Ø
Wanted
to simplify administration system
Ø
Wanted
to avoid strong resistance from the Africans
QULIFICATION TO
BE ASSIMILATED
Ø
To
speak France language
Ø
To
attend and serve French military for two years
Ø
To
be above 18 years
Ø
To
be Christianity
Ø
To
be monogamy
Ø
To
be educated
Ø
To
oppose communism
Ø
To
adapt western culture
Ø
to
be employed
WHY ASSIMILATION
POLICE OPPOSED
Ø
It
created classes
Ø
It
was exploitative in nature
Ø
It
was ant-African culture
Ø
Oppressive
in nature
COLONIAL
MILITARY AND LEGAL INSTITUTIONS.
Colonia military and legal
institutions refers to the armed forces that operated during the colonial era
in Africa, this colonial military aimed mainly at maintenance of laws, orders
and security of colonial states. Example of military institutions includes;
-
British
east African rifles (EAR) this established by British with the aim of
maintaining security in Uganda and Kenya.
-
In
central Africans central Africans rifles(CAR) of Nyasaland(Malawi)
-
This
military joined in 1902 and formed what called king African rifles(KAR)
-
Also
KAR established in Tabora (TANGANYIKA) in 1919.
-
KAR
include the soldiers from Somali, Kenya, Uganda, Tanganyika, and Malawi.
-
Also
French had it is arm which was very popular among the French west Africa
colonies in Senegal guinea and Mali.
FUNTION OF
COLONIAL MILITARY INSTITUTION.
Defence
of colonial boundaries
They
enforced the land alienation
They
suppress the strong oppositions from Africans
Had
a task of maintaining peace and orders
Collection
of information and supervising the tax collected in the colony.
Supervising
the public work
To
supervise the information of the interior.
CHARACTERISTIC
OF COLONIAL MILITARY INSTITUTIONS.
Exploited
Africans soldiers through low payment of salaries
Africans
soldiers were subjected to poor social services
Africans
soldiers were restricted from interacting with the white soldiers.
It
based on segregation in nature
Those
arms were given low wages
WEAKNESS OF
COLONIAL MILITARY INSTITUTIONS.
It
was segregative in nature
Defended
the status of ruling class
It
deals with non manual productive work
It
made out of few ruling families.
It
was hash to Africans.
AFRICANS
REACTION AGAINIST THE IMPOSTION OF COLONIAL RULE.
African
resistance was the situation in which African societies fought against the
European occupation of Africans continent, the reaction occurred between 1800
and 1914.
Types of African
resistance
a)
Active
resistance
b)
Passive
resistance
c)
Collaboration
or adaptation
ACTIVE RESTANCE
Was a kind of resistance in which the Africans people took the weapons
to fight against the colonial power. Example of active resistance was,
-Hehe fought against
Germany 1891-1898
-Nandi fought
against British 1895-1906
-Ndebele fought
against British
-Nama and Herero
fought against Germany
PASSIVE
RESISTANCE.
It was the kind
of resistance where by African did not cooperate with the European and
sometimes they took underground measures against European interest.
Example: they
resisted working in the colonial economic sector or they resisted paying tax in
Nigeria hob tribes in 1902.
COLLABORATION OR
ADAPTATION
Some chief co-operates
with European and assist them to conquer their neighbours, example chief Merere
of Sangu collaraborated with Germany, also abaluhiya collaborated with British
in Kenya.
WHY AFRICANS
RESISTED AGAINIST THECOLONIAL RULE
Ø
Wanted
to protect their economic interest which were I trouble
Ø
To
defend their political and social sovereignty
Ø
Wanted
to preserve their trade monopolies
Ø
Wanted
to preserve their trade monopolies
Ø
Believed
to be strong military and politically.
MAJIMAJI WAR IN
TANGANYIKA
Was the war
fought between Germany and people from southern part of Tanganyika between
1905-1907
The war named
majimaji because of use the magic water in their language called maji’this war
fought under the leadership called kinyikitile Ngwale who provide the water to
the fighter that after drinking wishing with the water that would turn bullet
into water.
Participant of
the war were pogoro matumbi, zaramo, ngoni, Ngindo, mbungu and others.
REASONS FOR THE
OUTBREAK OF MAJIMAJI WAR.
ü
Increase
of taxation
ü
Land
alienation
ü
Forced
labour
ü
Low
wages to the workers
ü
Wanted
to defend political sovereignty
ü
Interference
of trade
ü
Oppose
against the destruction of African culture
WHY MAJIMAJI WAR
DEFEATED
Reasons for the
defeat
ü
Germany
destroying means which makes Africans to surrender
ü
Disunity
among the Africans
ü
Poor
ideological believes among the leadership
ü
Poor
weapons
ü
Poor
preparation
ü
Ignorance
ü
Poverty
ü
Tropical
diseases
ü
Presences
of puppet leadership
EFFECT OF MAJIMAJI
WAR
ü
Depopulation
ü
Famine
and hunger
ü
Decline
of economic system
ü
Outbreak
of diseases like epidemic diseases
ü
Exploitation
of African resources
ü
Introduction
of strong colonial administration.
MAUMAU IN KENYA
BETWEEN 1950-1953
Was the violent
movement organized by African as a last resort in the struggle for the independence.
People of Kenya resist against the colonial system the movement was between
1950-1953.
REASONS FOR THE
MAUMAU WAR
ü
Land
alienation
ü
Legislative
ordinance of 1921 which introduced new system of kipande.
ü
Cultural
and religion grievances
ü
African
fought for the economic right
ü
Forced
labour
ü
Increase
of taxation
ü
Racialism
ü
Harsh
of bad leadership
IMPACT OF MAU
MAU WAR
Mau mau
contribute both positive and negatives impact to the fighter
ü
Led
to political changes in Kenya
ü
Led
to the rise of nationalism in Kenya
ü
Depopulation
ü
Economic
decline
ü
Decline
of agricultural sectors
ü
Destruction
of African infrastructure
CHAPTER
4
COLONIAL SOCIAL
SERVICES
Was the services
provided during the colonial period by colonialists mainly were designed to
facilitate imperialist exploitative root in Africa especially between 1885 and
the date of flag independence in 1957. This services provided by British, Portuguese,
Germany, French, Italian, and Belgium. Colonial social services worked under the
following sectors or areas;
I.
Colonial
education
II.
Colonial
infrastructure
III.
Colonial
health services
IV.
Colonial
financial services such as bank
V.
Colonial
transport and communication
COLONIAL
EDUCATION.
Was the sectors
of colonial social services which deals with giving the education to few
Africans with the aims of getting cheap labour, this education include primary
school, secondary school a
AIMS OF COLONIAL
EDUCATION.
To
recruit puppets who would help them
To
get cheap labour
To
get tax collectors
To
get supervisor of colonialist work
To
maintain exploitation
To
divide Africans between civilized and uncivilized
CHARACTERISTICS
OF COLONIAL EDUCATION
It
was pyramidal in nature the number of learners decrease from primary and only
few people reach to university level.
Provide
foreign education system
It
was segregatives in nature only children of chief or colonial leadership got a
chance. Example Nyerere
It
was dictatorioship kind of education no judgment during the learning process
It
was against African culture
IMPACT OF
COLONIAL EDUCATION
It
created classes among the Africans people educated and non educated
Facilitates
the regionalism example in Tanzania haya were given more priority in education
than other region
Led
to intensive exploitation
Led
to destruction of African culture
Stagnations
of African inventions such as industries
Catalyzed
the civil war.
COLONIAL
INFRASTRUCTURE.
Was the kind of
colonial social services which involved the construction of railways, road, airway
and port harbours. These infrastructures include;
-
Central
railways line from Dar es Salaam to kigoma between 1905-1914. Built by Germany
in Tanzania
-
Railways
line from Mombasa to Kampala between 1893-1931 and then to kasese in 1956.
Built by British
-
Then
road from Dar es Salaam to Zambia in 1928.
AIMS OF
ESTABLISHING COLONIAL INFRASTRUCTURE.
To
transport Africans resources from the interior to the coast
To
transport administrators and agents of colonialisms
To
transport labours
To
transport troops and army
COLONIAL HEALTH
SERVICES
Was the medical
assistance provided by Europeans in Africans during their administration,
wanted to avoid people from great killer diseases such as polio, malaria, and
TB.
AIMS OF COLONIAL
SOCIAL SERVICES
To
ensure the constants supply of labour
To
create the economic centre because medical treatment it need money
To
destruct the African culture of believe on local medicines from trees and animals
To
employ their fellow Europeans
To
avoid the effect from their official workers.
CHPTER 5
AFRICAN AND
CAPITALIST CRISIS
Crisis in
capitalist countries were the conflict which occurred in Europe and America and
spraed world wide. This crisis includes:
1.
First
world war(ww1)
2.
Great
economic depression(GED)
3.
Second
world war(WW2)
Jisajili kwenye:
Machapisho (Atom)