The Goal Setting Goals And Goals - 918 Words

Setting goals is an idea many people use to help accomplish tasks, and reach them in a certain amount of time. Implementing plans in an effective step in the right direction toward accomplishing a desired goal. Students, teachers, people in the work place; everyone sets goals whether we are aware of the goal setting or subconsciously setting goals. Goals can be long term or short term depending on how big the goal is. I, myself here at Marywood have set some goals. One long term and one short term. My short term goal is to achieve a CSAC Championship with my soccer team this year. My long term goal is to maintain at least a 3.3 GPA throughout my college career. I intend on using the core values from here at Marywood to help me achieve my goals I have set. Three of the five values with specifically help me in my case; empowerment respect and excellence will ultimately help me maintain my goals and excel in life. Empowerment is defined in the Marywood handbook as, access to education that enables all to achieve their full potential to live as conscientious citizens in a pluralistic society. Though one of my goals in not academic; I still believe that empowerment will allow me to fulfill my goal of obtaining a CSAC Championship title this year for soccer. Every team wants to win their league, and my team and I here at Marywood University are striving to win the league this year. To achieve my full access to athletic potential to succeed I will work hard on and off the field.Show MoreRelatedGoals Of A Goal Setting985 Words   |  4 PagesIn respect to a goal setting, this is another crucial characteristic that demands my accountability. This is potent and doable, however, difficult to engross. Apparently, I didn’t care how difficult it may be, all I wanted was the desired result, one that I can envision, planned and committed to achieving it. This was my personal wish, an end point, a nd an expected development. Realistically, I wasn’t sure how I can handle the situation, nevertheless, more appreciatively, from a friend who hadRead MoreGoal Setting1546 Words   |  7 PagesGoal Setting Discover What You Want in Life and Achieve It Faster than You Think Possible  ¿Que es Goal Setting? Goal setting is the process of writing down specific, measurable, and time-targeted objectives. You figure out want you want, you write your desires down, and then you work towards achieving them. Benefits and Importance of Goal Setting Without goals or a destination, you are like a heat seeking missile with no heat to seek. In addition to letting go of the chains that pull youRead MoreSetting Goals1621 Words   |  7 Pagesthat organizations have one goal: for commercial companies, utilities, for nonprofit organizations: meeting the needs of their constituent groups. In reality, all organizations have multiple objectives. The companies also want to increase their market share and encourage the enthusiasm of the employees for their organization. An emphasis on one goal (and profits), leaves out others that also should be met to achieve long term success. According to Robbins, among the goals that an organization canRead MoreGoal Setting712 Words   |  3 PagesGoals Essay Outline This essay is part of the Rainier HS portfolio, which is a graduation requirement. This essay will receive both an English class grade (using the 6-traits rubric) and a completion score in Advisory. When you have completed this essay, you will need to share it through your Google drive with both your advisory teacher and myself. Use this outline to guide your essay. #1 Introductory Paragraph *There will be at least 2 sentences in this paragraph. 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Oliver Burkeman’s book, â€Å"The Antidote: Happiness for People Who Can’t Stand Positive Thinking† devotes a whole chapter to the importance or lackRead MoreLockes Goal Setting Theory1565 Words   |  7 PagesLockes Goal Setting Theory Understanding SMART Goal Setting Goal setting is a powerful way of motivating people. The value of goal setting is so well recognized that entire management systems, like Management by Objectives, have goal setting basics incorporated within them. In fact, goal setting theory is generally accepted as among the most valid and useful motivation theories in industrial and organizational psychology, human resource management, and organizational behavior. Many of us haveRead MoreCounseling, Reflection, And Setting Goals1317 Words   |  6 Pages focused too much on how I looked, and lost the ability to attend to my client. I believe I came into these sessions strong in my nonverbal skills and encouragers. Nevertheless, I struggled with focused counseling, reflection of emotions, and setting goals. Intentionality seems to be significant in the growth process; therefore, one of my first actions in response to these reflections will be to create a plan to address my opportunities for growth. The discomfort I experienced in my first couple

Emma and Clueless- Text and Context Free Essays

Ideas about the human condition can transcend time and expressed through different contexts while reflecting society’s changing values. Emma, written by Jane Austen reaffirms and challenges the conservative society of 19th century England, where moral growth is a result of strict social etiquettes and rigid class structure. However, Heckerling has taken similar ideas that speak powerfully about human nature to the different context of 20th century America, within the world of Clueless where a much fluid social structure is orientated around popularity and superficial materialism. We will write a custom essay sample on Emma and Clueless- Text and Context or any similar topic only for you Order Now While both texts are able to mirror the values and beliefs of its time, they convey similar ideas which are universal and relate to any context. The importance of personal growth is an element of humanity which transcends time, and can resonate through any context. Emma lacks life’s experiences, with â€Å"little to vex her† whilst doing â€Å"just what she liked†. Her flawed and spoiled character is overshadowed by her â€Å"mutual attachment† to her â€Å"mild† tempered governess further exemplified through the authorial intrusion that she â€Å"had rather too much her own way†. In contrast, Mr Knightley treats others with respect despite their social standing, acting as a moral voice in the novel when he says that Miss Bates deserves â€Å"compassion†, not â€Å"ridicule† when Emma insulted her as being â€Å"dull† at the Box Hill picnic. He scolds Emma that â€Å"it was badly done! † acting as compass to the realisation of her wrongs and â€Å"cruel† behaviour which â€Å"exposed herself to ill opinion†, indicating the strict social etiquettes of her time. Finally, â€Å"she acknowledged the whole truth† which metaphorically â€Å"darted through her, with the speed of an arrow† that she was in love, consequently leading to her realisation that she had been â€Å"inconsiderate†, â€Å"indelicate†, and â€Å"irrational† towards others, and how with â€Å"insufferable vanity she had believed herself in the secret of every body’s feelings†. This marks a major turning point in Emma’s moral growth, which is later rewarded through marriage. Heckerling’s Clueless explores similar ideas of growth while reflecting the different context of modern America, where self realisations are consequences of personal dissatisfaction within the superficial society. Cher’s initial voiceover that she has a â€Å"way normal life†, ironically contrasts the images of her picking out clothes on the computer. Her preference of cartoon over news suggests her naivety whilst shallow indulging within her narrow world of superior wealth and popularity. To Cher’s own amusement she concludes that â€Å"(Tai’s) life will be better because of me†, leading to the â€Å"makeover†. This mirrors the personality of Emma, who also ignorantly takes matters into her own hands. However, while Emma simply failed to match make, Cher finds her own position and power being challenged when Tai becomes â€Å"the most popular girl in the school†, which Cher hyperbolically describes as â€Å"an alternate universe†. Cher questions in disbelief â€Å"I failed something I couldn’t talk my way out of? when her arrogance and confident character is challenged by reality, resulting in her self realisation, that all her friends were â€Å"really good in different ways†, signifying the overcoming of her self-centeredness, further highlighted in her willingness to help others. Her change in attitude is rewarded by a greater appreciation of life and the people around her, including Josh, whom she loves. Unl ike Emma’s self transformation, Cher’s realisation due to trivial events translates to a much shallow world in the 20th century where there is a lack of strict social etiquette. Austen reaffirms the rigid social classes which often defined one’s social standing, while satirising the pretensions of the gentility. Austen lists properties such as â€Å"handsome†, â€Å"rich† and â€Å"clever†, emphasizing Emma’s position as an aristocracy in contrast to Mr Martin is a â€Å"gross, vulgar farmer†, and therefore â€Å"remarkably plain† due to his lower social standing. Emma pretentiously refers to herself as a â€Å"fanciful, troublesome creature†, with the vain intent of receiving flattery from others, exposing Austen’s satirical purpose. Mr Elton’s disgusted tone as he declares he will â€Å"never think seriously of Miss Smith† because â€Å"everyone has their level†, In addition to his refusal to dance with Harriet highlights the rigidity within social classes. Qualities of Emma are constantly juxtaposed to Harriet, who is the natural daughter of somebody†, a euphemistic portrayal of Harriet’s lack of status and worth due to her unknown family background. The reference of Mr Westin as having been â€Å"born† into a â€Å"respectable family† illustrates importance of inherited wealth. Despite Emma’s influence over Harriet to marry higher, she ultimately marries appropriately to Mr Martin. Therefore the lack of mobility and strict rules which govern the differences between each class is not challenged by Austen. Emma’s world reflects a clear class structure that is extremely rigid. While the idea of social class within Emma is defined as strict and rigid, the casual contemporary American society based on material wealth and popularity is reflected in Clueless. An opening montage together with the popular culture background music â€Å"kids in America† depicts the freedom and fast paced lifestyle of teenagers, whose interactions imply general acceptance of all types of people. The medium shot featuring Cher’s â€Å"classic† vintage house undermines the superficial and materialistic foundation of the social structure. Furthermore the stereotypical division of social groups such as â€Å"Loadies†, â€Å"Popular boys† and â€Å"Persian mafia† based on popularity and material goods such as â€Å"BMW† again illustrates the value of materialistic goods. Unlike Emma where individuals of one social class were mostly encouraged to interact while disregarding other social classes, the social structure presented in contemporary society allows for fluidity and cultural diversity. While orphans such as Jane Fairfax and illegitimate children like Harriet were not highly regarded, Christian, a â€Å"cake boy† has no trouble blending into the microcosm of high school society and its social cliches. In addition to this, Tai, who climbs up the social ladder, highlights the highly fluid social structure. Therefore, Heckerling’s popular cultured film and Emma both explore an idea of social class, yet boundaries between different social classes depend on values of the time and context. While ideas about the human condition are similar and relevant to any society, their expression is greatly influenced by beliefs and values of its context. Austen’s Emma features a society with strict social etiquettes, from which Emma learns and morally matures. Heckerling takes the idea of self growth and interprets it through a different context, where the lives of teenagers are rather shallow and revolve around trivial things. While the 19th century English society of Emma is governed by social classes which are distinct and rigid, Clueless features the fluid society classed by popularity and materialistic wealth. Overall both texts clearly reflect the context of its time. How to cite Emma and Clueless- Text and Context, Papers

Black Reconstruction Essay Research Paper Black ReconstructionAn free essay sample

Black Reconstruction Essay, Research Paper Black Reconstruction An analysis of Black Identity, Politics, and Religion DonnJ Settles Black Identity April 30, 1999 Prior to the Civil War and Reconstruction, the chief end of the African American population was to be granted freedom. African Americans had been enslaved since 1619 in America, when the first slaves were sold on the auction block. However, their constructs of freedom were highly romanticized and extremely unrealistic as a direct consequence of the atrociousnesss they witnessed and endured in the establishment of bondage. They visualized the abolishment of bondage to be comparable with the coming of Jesus Christ. Yet when political relations made that twenty-four hours go world on January 1, 1863, the freshly freed work forces and adult females were absolutely defeated and in confusion. After populating their lives under the establishment of bondage, the former slaves were literally left to last on their ain without the proper tools such as chances, commissariats, or instruction. This race of people, for whom it was illegal to larn to read or compose and even to congregate in groups of three or more, was now released into the same society that had enslaved them, and which was now supposed to open its weaponries and accept them as peers. Along with this freedom came a sudden alteration in individuality, a clinging to faith, and a supposed new arrangement within society. ? The Negro became in the first twelvemonth contraband of war ; that is, belongings belonging to the enemy and valuable to the encroacher. And in add-on to that, he became, as the South rapidly saw, the key to Southern opposition. Either these four million labourers remained softly at work to raise nutrient for their combatants, or the combatant starved. Simultaneously, when the dream of the North for man-power produced public violences, the lone extra military personnels that the North could depend on were 200,000 Negroes, for without them, as Lincoln said, the North could non hold won the war. ? ( DuBois, 80 ) In malice of this, the intervention of African Americans from bondage to freedom could merely be thought of as different harmonizing to the jurisprudence because conceptually the two individualities, slave and free, closely parallel each other even today. Survival was a cardinal component for the lives of African Americans during bondage. Its steering rule was the ability to digest the subjugation to procure the continuance of the race. Slaves recognized that version to the new environment and civilization in the New World would be the chief factor for their ability to remain alive. They began this version procedure, called endurance religion, by making a sub-culture which merged traditional African patterns with those the slaves were forced to follow from their Masterss. The African slaves brought with them all of their African traditions but were suppressed from using them in their original manner. Therefore, they merged leftovers of African civilizations including? the great Bantu folk from Sierra Leone to South Africa ; the Sudanese, directly across the centre of the continent, from the Atlantic to the Valley of the Nile ; the Nilotic Negroes and the black and brown Hamites, allied with Egypt ; the folk of the great lakes ; the Py gmies and the Hottentots ; and in add-on to these, distinguishable hints of both Berber and Arab? ( DuBois, 3 ) with those leftovers of European and Native American civilizations. This new civilization was comprised of dance, rhythmic music, common people traditions and values, spiritual beliefs, nutrient and its readying, cultivation of harvests, herbal medical specialties, socialisation of kids, doctrine of regard for seniors, unwritten traditions, etc. Within each facet of the new African American civilization, endurance was someway intertwined either straight or indirectly. Along with the impression of endurance religion came the belief that if the slaves were non to be free from subjugation in this life, they would surely be free from subjugation in the following life. This spiritual principle held a functional value and assisted the slaves in concentrating on the freedom in the following life, but with this belief the slaves were renegue oning any hope of equality in their lives on this Earth. This is the outlook behind the slave who compared the abolishment of bondage to the coming of Jesus Christ. He created in his head the thought that the lone clip he would see freedom was when the celestial spheres opened and the Son of God himself came down to present all of the slaves from their oppressors. Although this thought was effectual in leting the slaves to digest subjugation, it did non advance an terminal to the job but instead the endurance of it. Hence, on the twenty-four hours that Lincoln delivered the Emancipation Proclamation in 1863, although this twenty-four hours was much anticipated, the slaves were badly unprepared. They identified with freedom merely in theory so their constructs of freedom tended to be exaggerated and excessive. Alternatively they needed to be fixing for freedom in an experiential sense such as being able to read, larning how the system operates outside of bondage, how to obtain land, etc. Some slaves had cognition of these existent post-slavery necessities but the mean slave believed that the Lord would supply and so He did supply but non without giving them world cheque. The demands of the former slaves were an unfastened invitation for the American Missionary Association, Freedmen? s Aid Societies, school teachers, and other benevolent societies from the North to help in developing, exposing, and educating them in their new individuality and manner of life. ? To the assistance of the authorities, and even before the authorities took definite organized clasp, came spiritual and benevolent organisations. The first was the American Missionary Association, which grew out of the organisation for the defence of the Negroes who rebelled and captured the slave ship Amistad and brought it into Connecticut in 1837? .They extended their work in 1862-1863, set uping missions down the Atlantic Coast, and in Missouri, and along the Mississippi. By 1864, they had reached the Negroes in about all the Southern States. ? ( DuBois, 77 ) These organisations brought with them fundss to open schools, provide shelter and other services, distribute nutrient, etc. The missionaries attempted to educate the grownups with cognition on how to obtain land by learning them to construe workss, the importance of directing their kids to school alternatively of working the Fieldss, etc. The authorities besides intervened during Reconstruction by supplying the resources of the Freedmen? s Bureau. The Freedmen? s Bureau was designed by Congress to ease the passage of the former slaves to freedom. The Bureau took on many facets as a alleviation association? to help refugees and freedwoman by supplying supplies and medical services, set uping schools, oversing contracts between freedwomans and their employers, and pull offing confiscated or abandoned lands. ? ( Franklin, 37 ) The Bureau acted as a affair between the former slaves and their employers in respects to them seeking labour. Any labour differences between the former slaves and plantation owners was brought to the Bureau for probe and arbitration. The chief successes of the Bureau lied in its paces in helping the freedwomans and their kids receive instruction. Through this attempt, along with the aid of African American labour and fundss from spiritual and philanthropic bureaus, they founded many celebrated African American colleges such as Howard, Clark-Atlanta, and Hampton Institute. The chief rule that the missionaries and organisations were trying to transfuse in the former slaves was that without land and instruction they would non be able to protect their freedom in this hostile society. However, their were many contradictions within the Reconstruction Era that exploited the former slaves alternatively of elating them. For illustration, the Federal Government conceived? The Grand Experiment? which was done under the Treasury Department headed by Salmon P. Chase. In order to turn out that African Americans were worthy of freedom they were to pick cotton and these net incomes would travel to the authorities while the labourers were paid, at most, a minimal pay, if any pay at all. Another case involved a supposed emancipationist and economic expert who was besides a major profiteer in an country of South Carolina called Port Royal. Port Royal was one of a major sea port and had a population of about 8,000 freshly freed work forces and adult females whose chief c oncern was to obtain land and feed their households. The economic expert, Philbert, decided he would utilize these factors to his advantage. He devised a? trade? with the freedwomans that would hold them subscribe a contract which they interpreted to intend that would be ain a piece of land. Alternatively, the contracts they signed meant that now they worked for Philbert and were increasing his wealth alternatively of their ain. Many Whites schemed and counted on the African Americans being na? ve in order to hike their lost net incomes. This is the beginning of neo-slavery with respects to sharecropping in the South. While the Reconstruction Era was meaning to do the state of affairs for African Americans easier, it neer dealt with the impression that the lone position White persons held for African Americans was that of servitude. Southerners wanted African Americans to stay in and return to their status of servitude so they contrived ways to guarantee they would ever stay in this place. Contrary to popular belief, the ground that Abraham Lincoln emancipated the slaves was entirely for political intents. ? ( Lincoln ) merely could non imagine free Negroes in the United States? ( DuBois, 82 ) but he needed to breakdown the Southern economic system so that the North would win the Civil War and the southern provinces would be forced to give up and return to the Union. Thus the logical thinking that the Emancipation Proclamation was an edict that freed the slaves that were in provinces arising against the Union and non the slaves in the loyal boundary line provinces, in these instances the slaves merely walked off the plantations. Yet after his program unfolded Lincoln made certain that he offered support for the southern provinces, in order that their passage back to the Union be smooth. ? On December 8 he issued his Announcement of Amnesty and Reconstruction. In it he offered forgiveness to any former Confederates who would take the curse to back up? the Fundamental law of the United States and the Union of the provinces thereunder. ? ? He farther stipulated that when individuals equal in figure to tenth of the ballots cast in the presidential election of 1860 had taken curse and established a authorities. Lincoln? s program excluded all Negroes from engagement either in oath-taking, vote, or keeping office. Governments under presidential Reconstruction were to be authoritiess by white men. ? ( Franklin, 17 ) Therefore, Lincoln was surely moving in his ain presidential involvements and in the best involvements of a White male dominated society non in the involvements of a better, more equal, society. Even when the former slaves thought they had Alliess, the motivations behind their Alliess? actions did non concern their best involvements at all. On April 15, 1865 President Lincoln was assassinated and Andrew Johnson was sworn in hours after his decease. This alteration in leading could be seen as a bend for the worst every bit far as support for the freedwomans was concerned. Although Johnson to the full supported the Union and its rules he was in no manner against Southerners. In fact, it was under his disposal that the Rebel provinces were readmitted? into constitutional dealingss with the federal authorities when? that part of the people? who are loyal? had written a fundamental law and established a authorities under it. ? ( Franklin, 31 ) For this ground entirely, Johnson was considered really indulgent toward those provinces in the Union which had rebelled. These provinces did non have the penalty that should hold been handed down to them for perpetrating the high lese majesty that the Republicans accused them of. However, the larger image was purely political. The North merely wanted to reconstruct the Union to its or iginal position. This became a great chance for the Southern provinces to exert the most control over their ain authoritiess and Fundamental laws without intervention on a federal degree. This would be the cardinal factor in how the phase was set to return African Americans to their proper topographic point, at the underside. Although history Tells us that Reconstruction was a joyous epoch where enormous alteration occurred, the world was that a alteration occurred and it was non for the better but instead it was from blazing racism to covert racism. In other words, the racism that we experience today held its roots during the Reconstruction Era. While W.E.B. DuBois was right when he stated that Reconstruction was the lone clip in history that America practiced a true democracy, this epoch is and has been slightly overdone as a period when African Americans were considered peers. It is in my sentiment that the lone ground that the likes of Blanche Bruce, P.B.S. Pinchback, Reverend James Lynch, Oscar J. Dunn, Hiram Revels, and C.C. Antoine were allowed to take part in this? true democracy? was because the White authorities had non been sophisticated adequate to discourage this type of activity from happening. It didn? Ts take them long to calculate out how to set an terminal to this? Ethiopian minstrelsy ( and ) Ham radicalism in its glorification? ( Franklin, 105 ) . Reconstruction should be regarded as a clip of confusion for the White authorities because they had non planned for the freedom of African Americans in an experiential manner but instead merely under the Thirteenth Amendment. Thus, when the Black Codes were established during the period of 1865-1867, although they were frowned upon by the North, ? legislative assemblies repealed the more obnoxious characteristics of ( them ) ? . ( Franklin, 141 ) ? While historiographers have given light attending to the work of the Southern legislatures in 1865-1867 in the general country of attending to the passage of Torahs impacting Negroes. This is apprehensible, for the? black codifications? enacted within a twelvemonth following the Civil War were the greatest concern of the Southern legislative assemblies. They forecast, to a singular grade, the future attitude of former Confederates toward the topographic point of the Negro in the South and in American life. While there were fluctuations from province to province, they embodied some common characteristics. They recognized the right of Negroes to keep belongings, to action and be sued, and to hold legal matrimonies and offspring. There were of import makings, nevertheless: Blacks were competent informants merely in instances where one or both parties were Negroes ; Negroes who intermarried with Whites were guilty of a felony, punishable by a long prison term? . ( Franklin, 48 ) ? Other province Torahs and town regulations were designed to keep what the legislators considered due subordination of the freedwomans. They were to manage no pieces or other arms, and they were to possess no alcoholic drinks. In Opelousas, Louisiana, no Negro was allowed to come within the bounds of the town wthout particular permssion of his employer. Many communities required Negroes to be off the streets by a specified hr, while others had Torahs against Negroes utilizing? dissing gestures? or? exerting the map of a curate of the Gospel? without a licence. Most of the Torahs employed such footings as? maestro? and? retainer? and clearly implied a differentiation that consigned the Negro to a hopelessly inferior position? ? ( Franklin, 49 ) The Northern provinces fundamentally supported the actions of the South leting this occur and therefore became a cardinal component in set uping this newer signifier of racism. These Black codifications were among one of their worst frights when readmitting the Southern provinces into the Union. Their concern with the Black codifications dealt was politically motivated. They were threatened by this imitation of bondage because they viewed it as the Southern provinces seeking to restore the Democratic Party of the South and non as a reinstitution of a system of lower status. They felt that excessively much power excessively shortly after the War may rekindle the feelings of rebellion amongst the Southern Democrats which was something they did non desire to reiterate. However, they did non recognize that the reverberations of leting these codifications to be would be the actual slaughter of 1000s of guiltless African Americans all in the name of White Supremacy. The organisation of the Ku Klux Klan began in Pulaski, Tennessee in 1865 and their reign of panic exists even today. They used the impression of White Supremacy to assail the African American community and to put themselves on an even higher graduated table than they already thought themselves to be. Former slave owners fell into a deep injury and fiscal depression after the Civil War. Many of these slave owners were unable to accept the world that their primary beginning of income was now to be regarded as a portion of the free labour force to be paid for their labour and that they would besides necessitate to happen employment themselves. This group began sing additions in alcohol addiction and drug usage. The former slave owners became acrimonious, defeated, and angry that they had lost their control over others. Many of them did non to the full survive the passage from bondage to freedom, merely as many African Americans did non retrieve from this period. Reconstruction was a awf ul epoch for the full American population. This section of the population was rather receptive to the Ku Klux Klan and its rules of White Supremacy. There were besides other types of Klan members instinctively interested in the ideals of White Supremacy. The first type were the former slave owners, and Confederate functionaries that had fought hard in the Civil War to keep the Southern manner of life. The 2nd type were the common felons. They were the members that could utilize the Klan garb, goon and gown, to conceal behind while they committed Acts of the Apostless of colza, slaying, incendiarism, and lynching. The concluding group were the hapless white population of the South who feared the economic competition of African American workers. They needed to protect their occupations from the extremely skilled craftsmans and former slaves who would be willing to accept less wage to get down their new lives. With these groups at the helm of the organisation rank grew at an astronomical rate and the organisation was highly succ essful during its origin. W.W. Holden, Governor of North Carolina during this period describes the Ku Klux Klan in his province: ? These combinations were at first strictly political in their character, and many good citizens were induced to fall in them. But bit by bit under the leading of ambitious and discontented politicians and under the stalking-horse that society needed to be regulated by some authorization outside or above the jurisprudence, their character was changed, and those secret Klans began to perpetrate slaying, to rob, whip, flagellum, and mangle unoffending citizens? They met in secret, in camouflage, and weaponries, in a frock of a certain sort intended to hide their individuals and their Equus caballuss, and to terrorize those whom they menaced or assaulted. They held their cantonments, and under leaders they decreed judgement against their peace-loving fellow-citizens from mere bullyings to scourgings, mutilations, the combustion of churches, schoolhouses, Millss, and in many instances to slay. This organisation, under different names but cemented by a common intent, is believed to hold e mbraced non less than 40,000 electors in North Carolina. ? ( DuBois, 533-534 ) By 1871, their rank grew to 550,000 and their flagitious and corrupt activities began. It has been documented that they lynched 34 African American adult females for being? sassy? during this period but this is merely the written grounds. The existent grounds of the rise of the Ku Klux Klan is in the diminution in the paces for equality that African Americans made during this epoch. The KKK, as they are called, is considered the unseeable authorities of the South which coexisted with the developments of legal methods of segregation and disenfranchisement to maintain African Americans in a racially low-level position. This was the primary end for the KKK and this intent would hold been defeated had it non hold been for support from the Federal authorities. After legal segregation was placed into jurisprudence in the South, the KKK experienced a high diminution in rank chiefly because many of its members felt that the end of the organisation had been fulfilled. The staying members made certain that the ends of the KKK stayed in topographic point for every bit long as possible. The phase was set during Reconstruction to maintain African Americans in a low-level place in American society. No affair how many achievements we seem to bring forth, there is ever something established by the White power construction to countervail or counter our accomplishments. I believe that no affair what we say or do to lend to this society, they will non be satisfied until we return to our original places as slaves because that is the primary ground we were brought to this dogged land. Yet, as Maya Angelou so articulately stated, ? still we lift? . There must be something distinguished about a race to hold endured what we have and still have survived when the odds were against us. We have already won the war here in America but it is up to them to abandon denial of this fact so we can all uplift society under a new Reconstruction called true equality. 476 DuBois, William Edward Burghardt. Black Reconstruction in America. Russell and Russell: New York, 1963. Franklin, John Hope. Reconstruction after the Civil War. University of Chicago Press: Chicago, 1961. Franklin, V.P. Black Self-Determination. Lawrence Hill and Company: Connecticut, 1984.

The Drowner Essay Example

The Drowner Essay Language in literary texts often plays an integral role in shaping meaning. The Drowner (1996) is a contemporary Australian novel. Set in the lath 19th century and early 20th century the romance and historical epic follows the life of protagonist, William Dance, his relationship with Angelica Lloyd, and his Journey from England through, Africa, to Western Australia. Poetic Language, in particular symbolism, imagery and metaphors, are extensively used to construct and Juxtapose settings, characters and their relationships. The title of the novel can be interpreted both on a literal and metaphorical level, hich clearly establishes water as a motif and metaphor tthroughout the novel. Drowning refers to the act of controlling the flow of water, and is done by a Drowner who is a rural water engineer who is responsible for keeping the fields fertile. In the first section of the novel, The Art of Floating Land, readers are introduced to the character of Alphabetical Dance and his occupation as a drowner, sustaining life through the act of drowning, and hence water is established as a life-giving force. We will write a custom essay sample on The Drowner specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Drowner specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Drowner specifically for you FOR ONLY $16.38 $13.9/page Hire Writer On a more metaphorical level, the word drowning has connotations of death. Thus, the title Juxtaposes the idea of water as a life-giving force, and introduces it as a life- taking force, constructing the duality of water which is a central theme tthroughout the novel. Language, particularly imagery, plays an integral role in the construction of Will and Angelicas relationship tthroughout the novel. At their first encounter in the section Spa Water, the atmosphere is portrayed, through the use of vivid sensual imagery, apealing to the readers sense of aesthetic Judgement. Olfactory imagery is used describing lavender rapped in the activated stream. This pleasant odour is complimented with auditory imagery, Handel trickles into the baths. This imagery evokes synaesthesia for readers and clearly constructs Will and Angelicas relationship as blossoming and passionate, with an air of optimism for the progression of their relationship tthroughout the novel. However, later in the novel, the smell of lavender which was symbolic of their fresh and pleasant relationship evolves into the stench of rotting shark, as the dynamic of their relationship changes on their Journey to Africa. Sensual images are once again evoked as Angelica is descriptively riding him as if she could wrench both his character and the spirit of Africa from him. This vivid imagery gives readers a sense of violence and desperation, which Juxtaposes the earlier sense of optimism for the relationship. Language therefore plays a pivotal role in constructing William and Angelicas relationship, and foreshadowing the eventual entropic demise of their relationship. Language also plays an important role in presenting the disintegration of Will and Angelicas relationship. The isolation of Western Australia negatively impacts their relationship as Angelica becomes withdrawn and Will becomes desperate. Wills sexual desire is as sthrong as ever as he peels her dress and enters her in the snallows 0T tne water. I ne Klnaestnetlc Imagery 0T tne cola water, tne auditory images of Wills sobs and the vivid visual imagery of their bodies entwined in the water once again evokes synaesthesia in the reader. However, this synaesthesia does not appeal to readers aesthetically, and can even be described as un-aesthetic as Will is seemingly taking advantage of Angelica in her current fragile state due to her Blackwater fever. This creates Juxtaposition in the novel between Will and Angelicas first sensual encounter which appeals to readers, and their final sensual encounter which is almost repellent to readers. Due to the poetic language used, readers are able to clearly see the disintegration of the pairs relationship. Language is once again significant in constructing and Juxtaposing the antipodean landscape of the Western Australian desert. The landscape is described as arid plains, with isolated hills. The visual imagery depicts a setting which is a harshly masculine, monotonous and isolated. These characteristics can also be found in the goldfielders, who are the occupants of the town. This landscape is said to have obliterated individuality. The sound of the town is described to be a blend of braying camels and a malign roar of drinking men. This auditory imagery further emphasises the harshness of the setting as it bring out the animalistic nature of the goldfielders. The leitmotif and metaphor of water as a life-giving force and life-taking force reoccurs, as the lack of water is responsible for the baked and Juiceless bodies found in the desert. This almost gory imagery is pivotal in Juxtaposing the harsh Western Australian climate with the apealing setting of England. Symbolism plays a vital role in the construction of Angelica Lloyd. The section Spa Water, will notices a black swan, charcoal black back and red beak. Angelica however, points out that the swan should be white and plumper. This is symbolic of Angelica because the black swan foreshadows her travel to Australia, as the black swan is iconic to Western Australia, and hence is symbolic of change. Secondly, the idea of beauty that a swan symbolizes plays and important part in forming the character of Angelica. This is because Angelica focuses on what the swan should be rather than what it is which is symbolic of the actress in her, building beautiful facades. As Angelica travels through Africa, Angelica has a dream where her white horse gets destroyed by the smell of rotting shark. The majestic and powerful horse eing destroyed by the overbearing smell is symbolic of Angelicas dreams and aspirations being diminished as she travels to pursue Williams dreams and not hers. Thus, symbolism is important in constructing the character of Angelica. In conclusion, poetic language is particularly important for readers to shape meaning in the novel, The Drowner. Symbolism, metaphor and imagery play vital roles in constructing and Juxtaposing settings, characters and their relationships, as well as showing the progression of events in the novel and foreshadowing future events in the novel.

Free Essays on Creationism Vs Evolution

, it is logical thought process instead of experimentation. Philosophy can be broken down into many categories, so I narrowed down to two: theology, and evolution. Theology, as defined by the American Heritage Dictionary (2001), is â€Å"the study of the nature of God and religious truth† (p.848). Theologists believe that God created the universe, the stars, the planets, and the people that occupy them. God has created a special place called heaven; where good people go that believe in him. Along with this special place, he created hell. Hell is a place where bad people go, as well as those that do not believe in him. Blaise Pascal was a French mathematician, physicist, and religious philosopher who created the Pascal Wager to prove that there was a God. He did not use any experiments to prove the existence of God, but rather, he used his self-interest in God as his guide. He stated that it was a better â€Å"bet† (Wikipedia 2004), to believe in God because the outcome would be better than if one did not believe. Pascal felt it was a wise decision to believe in God, if for nothing else, to cover ourselves just in case. Pascal’s Wager (Holt 2004) states the following: It is possible that the Christian God exists and it is possible that the Christian God does not exist. If one believes in the Christian God then, if he exists then one receives an infinitely great reward and if he does not exist then one loses little or nothing. If one does not believe in the Christian God then if he exists then one receives an infinitely great punishment and if he does not exist then one gains little or nothing. It is better to either receive an infinitely great reward or lose little or noth... Free Essays on Creationism Vs Evolution Free Essays on Creationism Vs Evolution Philosophy, as defined by the American Heritage Dictionary (2001), is the â€Å"investigation of the nature, causes, or principles of reality, knowledge, or values, based on logical reasoning rather than empirical methods† (p.633). In other words, it is logical thought process instead of experimentation. Philosophy can be broken down into many categories, so I narrowed down to two: theology, and evolution. Theology, as defined by the American Heritage Dictionary (2001), is â€Å"the study of the nature of God and religious truth† (p.848). Theologists believe that God created the universe, the stars, the planets, and the people that occupy them. God has created a special place called heaven; where good people go that believe in him. Along with this special place, he created hell. Hell is a place where bad people go, as well as those that do not believe in him. Blaise Pascal was a French mathematician, physicist, and religious philosopher who created the Pascal Wager to prove that there was a God. He did not use any experiments to prove the existence of God, but rather, he used his self-interest in God as his guide. He stated that it was a better â€Å"bet† (Wikipedia 2004), to believe in God because the outcome would be better than if one did not believe. Pascal felt it was a wise decision to believe in God, if for nothing else, to cover ourselves just in case. Pascal’s Wager (Holt 2004) states the following: It is possible that the Christian God exists and it is possible that the Christian God does not exist. If one believes in the Christian God then, if he exists then one receives an infinitely great reward and if he does not exist then one loses little or nothing. If one does not believe in the Christian God then if he exists then one receives an infinitely great punishment and if he does not exist then one gains little or nothing. It is better to either receive an infinitely great reward or lose little or noth...

Adverbs of Frequency Beginner English Lesson

Adverbs of Frequency Beginner English Lesson Students can now talk about their daily habits. Introducing adverbs of frequency can help give them further expressive capabilities by allowing them to speak about how often they perform daily tasks. Write these adverbs of frequency on the board next to a list of the days of the week. For example: Always - Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / SundayUsually - Monday / Tuesday / Wednesday / Thursday / Friday / SaturdayOften - Monday / Tuesday / Thursday / SundaySometimes - Monday / ThursdaySeldom - SaturdayNever This list will help students associate the adverbs of frequency with the concept of relative repetition or frequency. Teacher: I always have breakfast. I usually get up at 7 oclock. I often watch television. I sometimes exercise. I seldom go shopping. I never cook fish. (Model each adverb of frequency by pointing to it on the board while slowly saying the phrases allowing students to take in the regularity associated with the adverb of frequency being used. Make sure to accent the various adverbs of frequency.) Teacher: Ken, how often do you come to class? I always come to class. How often do you watch TV? I sometimes watch TV. (Model how often and the adverb of frequency by accenting how often in the question and the adverb of frequency in the response.) Teacher: Paolo, how often do you come to class? Student(s): I always come to class. Teacher: Susan, how often do you watch TV? Student(s): I sometimes watch TV. Continue this exercise around the room with each of the students. Use very simple verbs that the students have already become used to using when talking about their daily routines so that they can focus on learning the adverbs of frequency. Pay special attention to the placement of the adverb of frequency. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said. Part II: Expanding to Third Person Singular Teacher: Paolo, how often do you eat lunch? Student(s): I usually eat lunch. Teacher: Susan, does he usually eat lunch? Student(s): Yes, he usually eats lunch. (pay special attention to the s ending on the third person singular) Teacher: Susan, do you usually get up at ten oclock? Student(s): No, I never get up at ten oclock. Teacher: Olaf, does she usually get up at ten oclock? Student(s): No, she never gets up at ten oclock. etc. Continue this exercise around the room with each of the students. Use very simple verbs that the students have already become used to using when talking about their daily routines so that they can focus on learning the adverbs of frequency. Pay special attention to the placement of the adverb of frequency and the correct usage of the third person singular. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.

Women's Health. Health Care Disparity Essay Example | Topics and Well Written Essays - 500 words

Women's Health. Health Care Disparity - Essay Example There are factors that cause barriers for the people to get proper health care that they need. These factors are causing significant differences or gaps in the quality of health care received by the people. This means that there exists a disparity when it comes to health care. Health care disparity led to the unequal provision or access to health care services. The areas where health care disparities are attributed are the gender, race/ethnicity and the socioeconomic status determined by the income and level of education attained. Gender-based health care disparity caused the significant differences that exist in the quality of health care received by women and men. And because women’s bodies are different from men’s, they may also have different health care needs. But among women, there are also disparities in the quality of health care that they received. Some women may face barriers to health care. Their race/ethnicity, age and their socioeconomic status affect women ’s access to health care. Women’s health care use and health outcomes rely on the adequacy of access that they have to the health care services. Women’s access to health care also depends on their health insurance (AHQR, 2005).

Executive Compensation in the US is out of control. Salaries for most Essay

Executive Compensation in the US is out of control. Salaries for most CEOs are way too high in comparison to front line wage ear - Essay Example Analysis and Evaluation of the issues Survey on the salaries of the CEOs have shown that the discrepancy in the salary have been growing very rapidly. During the 1980s the remuneration of the top executives was almost 42 times of that of the hourly workers’ pay. This had increased to 85 times by the next decade. With the inception of the new millennium the salary differential raised up to 531 times the salary of the junior most executive in the corporation. The Congress has passed a law in the post financial crisis period that made it mandatory for the CEOs and the top executives to disclose their salaries (Smith 1). The compensation that the CEOs were in different forms like salary, perks, bonus, pension accrued over the years and stock options. This compensation ratio of the CEO to the average workers varied across sector. It has been observed that the difference was greatest in the corporations that provided financial services, followed by the companies that produced consum er products. The ratio was comparatively less in the materials, technology and healthcare sector respectively. According to the eminent management thinker Peter Drucker, this ratio should range between 25:1 and 20:1. However the opinion that Drucker posited till as late as 2005, is not followed in the employment market in the United States or any of the multinational corporations that operate in different parts of the world. This kind of differences has led to a growth in the inequality in the distribution of income. While the growth of the wages of the top 1% of the executives have been 361 percent the wages of the employees that belong to the lower hierarchies have grown only by 34 percent over a period of almost three decades. This has a direct effect on the amount of revenue that the US government has collected from the top executives in form of taxes. As a result the income gap of the households has also increased (Mishel 4). Various issues relating to this have also come up in this regard. Only those households which had a top executive of a company as their family member had incomes that were extremely high. This was especially true for the executives who worked in the financial sector. Another surprising fact was that the rate is which the stock markets have grown over the years was less than that of the growth of the salaries of the CEOs. Research has shown that the stock options that the CEOs are offered account for this discrepancy in the wages. Warren Buffet is another supporter of this view. He insisted that the pay the top executives do not justify the work that they perform. He also feels that the CEOs have selfish intensions when they formulate policies in the organization rather than thinking about the benefit of the investors and the health of the company (Buffet 16). According to him a CEO can fulfill his selfish needs by paying fewer dividends to the shareholders and steering the retained funds into projects that may not turn out to be frui tful. Reactions I support the opinion expressed by the authors discussed above and the results of the various studied that have been conducted on this issue. The US financial crisis that had made a lot of families bankrupt was caused due to the extreme greed of the top executives. This greed had forced them to get into deals that were either very vulnerable or

Models of Communication Essay Example for Free

Models of Communication Essay Communication Model: A model is an abstracted model of reality. A good model comes as close to reality as possible and discusses and explains the reality. But being an abstraction, a model is not a reality; it is only a representation of reality. For e.g: an architectural model is only a model of the house giving a fair idea of the number of rooms, layout etc; but it is not the house per say. Defination: communication model is a pictorial representation to show the structure of communication process in which various components/ elements are linked. They are based on assumptions that theorists make as to how communication functions and what effect it has upon individuals and society.a a variety of models exist, all of which strive to explain the different components of communication and the role each part plays in the total process. Advantages of models: * They allow us to ask questions * They clarify complexity by reducing the process to simple, more familiar terms. * They lead us to new discoveries by positioning hypothetical ideas and relationships. Limitations * Can lead to over-simplification. * Can lead to confusion between models and the actual behavior it potrays. * Models can be confused with reality. By looking at the models we hope to: * Represent the main lines of thought above the process of mass communication. * It provides us with historical review of the progress in human understanding of how communication works. Functions of models: * Providing images of the whole that one may not otherwise be able to see. * Helps in understanding information in a simplified way which would be otherwise complicated and ambiguous. Evaluation of communication models: * How general is the model? How much material does it organize? * How fruitful is the model? How helpful is it in discovering relations, facts or materials? * How accurate and original is the model? * How important is it to the field of enquiry? History: * Models started with a simple ‘source- message-channel-receiver’ process but were rapidly modified during the 50’s. * The 1950’s was a fertile period; critical aspects to the communication process were added to develop a more comprehensive picture. * During the decades of the 60’s and 70’s the interest in relevant model building had shifted towards search on specific aspects of the model rather than the process. * Also increasing complexity of understanding of the process made diagrammatic representation difficult. Aristotle’s model of communication: Writing 300 years before the birth of Christ, Aristotle provided an explanation of oral communication that is still worthy of attention. Based on five basic elements, his model is focused more on public speaking rather that interpersonal communication.

How Cinema and Theater Convey Pleasure in the Acts of Search and Lust E

How Cinema and Theater Convey Pleasure in the Acts of Search and Lust In her essay, â€Å"Visual Pleasure and Narrative Cinema†, British film maker Laura Mulvey attempts to demystify how pleasure can be fulfilled in film. Contending that a pleasure in looking (scopohilia) and a pleasure in possessing the female as what to be looked at (voyeurism) fufills the audience’s desires, Mulvey suggests how filmmakers use this knowledge to create film that panders to our innate desires. In â€Å"Meshes of the Afternoon† by Maya Deren and â€Å"Vertigo† by Alfred Hitchcock, it is seen that Mulvey’s argument—the desire to look, the hunting, seeking, and watching, and harnessing of the female form is natural human desire. Deren and Hitchcock will use entirely different techniques to achieve that sense of fulfillment for the audience. But how does this watching and looking translate in to the written word? In â€Å"The Winter’s Tale† by William Shakespeare, we will see the ideas approached by Mulvey an d the themes used by Hitchcock and Deren utilized to create a sense of looking and objectifying the woman in the absence of the screen. Through this paper, the concepts of pleasure for Mulvey will be shown to have applicability not only in cinema but in art in far more universal terms. First, a discussion of pleasure and Mulvey’s definition of it will allow for clearer understanding as to what this fulfillment actually is. Secondly, Vertigo will be examined—as an example of â€Å"mainstream film† utilizing the ideas of scopophila and voyeurism in a perfect balance. Scottie and his search will then be contrasted with Leontes of Shakespeare’s Winter’s Tale, where again desires will be balanced in harmony with Mulvey’s principles. It is to become clear through... ...wrong—the film version goes so far as to have characters cheating to the camera, informing the viewer of what is fact. The innate desire to seek and find is still clear in â€Å"The Winter’s Tale†. However, Leontes stubborn arrogance allows a sexually charged voyeuristic desire to surface, at no point more clear than when Hermione stands as a statue in the final scene—an object, a creation. The focus is on her form, her features—Hermione as an image and representation of the desire to be voyeuristic. While Shakespeare doesn’t have the cinematic luxuries of lighting and shadow at his disposal, he proves that Mulvey’s argument that desire is expressed in voyeuristic and scopophiliac fashion, but also that these innate desires of an audience transcend mediums and can in fact be fulfilled and appreciated in written form as much as within the intricacies of modern film. How Cinema and Theater Convey Pleasure in the Acts of Search and Lust E How Cinema and Theater Convey Pleasure in the Acts of Search and Lust In her essay, â€Å"Visual Pleasure and Narrative Cinema†, British film maker Laura Mulvey attempts to demystify how pleasure can be fulfilled in film. Contending that a pleasure in looking (scopohilia) and a pleasure in possessing the female as what to be looked at (voyeurism) fufills the audience’s desires, Mulvey suggests how filmmakers use this knowledge to create film that panders to our innate desires. In â€Å"Meshes of the Afternoon† by Maya Deren and â€Å"Vertigo† by Alfred Hitchcock, it is seen that Mulvey’s argument—the desire to look, the hunting, seeking, and watching, and harnessing of the female form is natural human desire. Deren and Hitchcock will use entirely different techniques to achieve that sense of fulfillment for the audience. But how does this watching and looking translate in to the written word? In â€Å"The Winter’s Tale† by William Shakespeare, we will see the ideas approached by Mulvey an d the themes used by Hitchcock and Deren utilized to create a sense of looking and objectifying the woman in the absence of the screen. Through this paper, the concepts of pleasure for Mulvey will be shown to have applicability not only in cinema but in art in far more universal terms. First, a discussion of pleasure and Mulvey’s definition of it will allow for clearer understanding as to what this fulfillment actually is. Secondly, Vertigo will be examined—as an example of â€Å"mainstream film† utilizing the ideas of scopophila and voyeurism in a perfect balance. Scottie and his search will then be contrasted with Leontes of Shakespeare’s Winter’s Tale, where again desires will be balanced in harmony with Mulvey’s principles. It is to become clear through... ...wrong—the film version goes so far as to have characters cheating to the camera, informing the viewer of what is fact. The innate desire to seek and find is still clear in â€Å"The Winter’s Tale†. However, Leontes stubborn arrogance allows a sexually charged voyeuristic desire to surface, at no point more clear than when Hermione stands as a statue in the final scene—an object, a creation. The focus is on her form, her features—Hermione as an image and representation of the desire to be voyeuristic. While Shakespeare doesn’t have the cinematic luxuries of lighting and shadow at his disposal, he proves that Mulvey’s argument that desire is expressed in voyeuristic and scopophiliac fashion, but also that these innate desires of an audience transcend mediums and can in fact be fulfilled and appreciated in written form as much as within the intricacies of modern film.

History: Politics of the Renaissance

In the sixteenth century, Italy had many centers of power. In each you could find ambitious rulers, such as the Medic in Florence, the Pope in Rome, or the doge in Venice. 2. Each ruler knew that his success greatly depended on the people who advised him. So rulers surrounded themselves with brilliant courtiers. What was a courtier and what did a courtier do? A courtier was a well-educated person who served in the ruler's court.Courtiers' Jobs included giving advice on how to build a new palace, repair a cathedral, fix a canal, build defensive walls, deliver messages, negotiate a ready with a neighboring cities, lead troops into war, translate an ancient Greek manuscript,discuss philosophy, astronomy, and mathematics, tell an amusing story, and sings ballad. 3. Who was Balderdash Castigation and why is he famous? Balderdash Castigation was a courtier to Francesco Kananga, the prince of Mantra and the duke of Robin.He wrote The Book of the Courtier, which was a how-to guide that desc ribed how a courtier should act while serving at court and how he could best serve his ruler. 4. Castigation based some of his book on the writings of the ancient Roman testament Cicero and on the medieval code of chivalry. 5. Why did the education and intelligence of advisors matter in Renaissance times in ways they had not earlier? War fare had changed and needed intellectual strength now. Renaissance princes wanted advisers, good strategists, engineers. 6. Describe Castigation's views of the ideal Renaissance courtier.Castigation thought that a good Renaissance courtier still needed some qualities of the chivalrous knight, like courage, horsemanship, and good swordsmanship for battle. He also thought courtiers should know how to swim, run, and Jump. They should be able to read and write in both Latin and Greek. He should be able to discuss art and philosophy with his ruler, as well as draw, paint, dance, and play some musical instruments. He should be a man of good character and very modest about his talents and skills. 7. What does it mean to be a â€Å"Renaissance man†? To be a person of knowledge and skill. 8.Who was Isabella detest and what were some of her accomplishments? Isabella detest was the wife of Francesco Kananga. She was also an artist, poet, and writer. She advised her husband on many diplomatic matters. When her husband was locked away in prison, she ruled Mantra. She managed to secure her husband's release when the Venetians imprisoned him. She was a dedicated patron of the arts. She made Mantra a center of learning and art. 9. The two issues always on the minds of princes in Renaissance Italy were politics and war. 10. Who was Niccole Machiavelli and what did he believe Italy's princes needed to be able to do?He was a Florentine diplomat who wrote The Prince, a book which analyzed the politics of Renaissance Italy. He is considered the father of modern lattice science. Machiavelli thought a good ruler should do whatever was necessa ry to secure and unite his state. 11. What is the main subject of The Prince? The main subject is how to create and maintain a secure state and how to acquire and hold power. 12. What were the main sources of information that Machiavelli used for his book? He drew on lessons learned in his study of classical history, and the lessons he learned by studying the triumphs and failures of Cesar Barrio and others. 3. How did Machiavellian idea of a good ruler differ from that of medieval helicopters? Medieval philosophers had stated that a ruler should exercise power virtuously for the common good of his people, and that he should base his actions on Christian principles. Machiavelli argued that a good ruler should do whatever it takes to secure and unite his state. 14. Machiavelli declared that to hold on to power, a prince must act as circumstances required. A famous saying that expresses his idea is the ends Justifies the meaner. 15.What was Machiavellian answer to the question â€Å" Is it better to be loved or to be eared? † His reply was that one ought to be both but, as it is difficult for the two to go together, it is much safer to be feared than to be loved. 16. Describe the influence The Prince had on European rulers. The book gave European rulers new ideas some good, some bad about how to govern. The Prince made rulers and their counselors think less about abstract ideals and more about actual human conduct and likely results. 17. Why is Machiavelli considered the â€Å"father of modern political science†? His book the way normal people act.

Indicators of Employees Motivation

|[pic] | |List  of  Members | | | |[pic] | |Functions  and  Independence | | | |[pic] | |Industrial  Relations | | | |[pic] | |Staff | | | |[pic] | Complaint  Form | | | |[pic] | |The  Labour  Act  2003,  (ACT  651) | | | |[pic] | |Regulations  of  the  NLC  Ã¢â‚¬â€œÃ‚  NATIONAL  LABO| |UR  COMMISSION  (NLC) | | | |[pic] | |List  of  Mediators | | | |[pic] | Code  of  Conduct | | | |[pic] | |Inuagural  Address | | | |[pic] | |Picture  Gallery | | | |[pic] | |Annual  Report | | | |[pic] | |List  of  Members | | | |[pic] | |Functions  and  Independence | | |[pic] | |Industrial  Relations | | | |[pic] | |Staff | | | |[pic] | |Complaint  Form | | | |[pic] | |The  Labour  Act  2003,  (ACT  651) | | | |[pic] | Regulations  of  the  NLC  Ã¢â‚¬â€œÃ‚  NATIONAL  LABO| |UR  COMMISSION  (NLC) | | | |[pic] | |List  of  Mediators | | | |[pic] | |Code  of  Conduct | | | |[pic] | |Inuagural  Address | | | |[pic] | |Picture  Gallery | | | |[pic] | |Annual  Report | | | Top of Form [pic] [pi|[pic] |[pi| |c] |[pic] |c] | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | |[pic] | | | |   | | | |[pic]November 13, 2011November 09, 2011 | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |   | | | |[pic] | | | | | | | | | | |[pic] | | | | | | | |Website Design: CON-IMEDIA | | | |[pic] | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pi c] | | | | | | | |   | | | | | | | |   | | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | |[pic] | | | | | | | |[pic] | | | | | | | |Website Design: CON-IMEDIA | | | | | | | | | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |   | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | |[pic] | | | | | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |   | | | | | | | |   | | | | | | | |   | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |NATIONAL LA BOUR COMMISSION REGULATIONS, 2006 L. I. 1822 | | | |  IN exercise of the powers conferred on the Commission under section 152 of the Labour Act, 2003 (Act 651) these Regulations are made this 1st day of February, 2006. | | | |   | | | |   Negotiation procedures | | | |   | | | |Negotiation in good faith. | | | |1. Parties to an industrial dispute shall negotiate in good faith in the first instance to resolve the dispute in accordance with the dispute settlement procedures established in their respective Collective Agreements or Contracts of Employment. | | | |   | | | |Time for concluding negotiations. | | | |The Negotiation shall be concluded within seven working days after the occurrence of the dispute. | | | |   | | | |3. Records of Negotiation Process. | | | |The parties shall keep written records of the negotiation process and outcome signed by both parties. | | |Where the parties cannot agree to sign a consensus record together, each party may present its own record duly signed. | | | |   | | | |Failure to resolve dispute by Negotiation. | | | |4. If the dispute remains unresolved after seven working days, either party shall refer it to the Commission for the appointment of a mediator. | | | |   | | | |Failure to exhaust procedures in Collective Agreement. | | |Where the Commis sion is satisfied that the parties have not exhausted the procedures established in the Collective Agreement or have not agreed to waive those procedures, the Commission shall order the parties to comply with those procedures within the time as determined by | | | |the Commission. | | | |   | | | |   Mediation procedures | | | |   | | | |Complaint to be in writing. | | | |The Complainant shall submit a written complaint to the Commission or complete Form ‘A’ (Complainant Form) specified in the Schedule to the Regulations and submit it to the Commission. | | |   | | | |Time within which to respond to Complaint. | | | |(1) The Commission shall within three (3) working days serve the other party with a copy of the complaint and request the other party to the dispute to respond to the complaint in writing within fourteen (14) working days of the receipt of the Commission’s request. | | | |(2) Where a party to a dispute fails to respond to the request of the Commission   Ã‚  within the stipulated period of fourteen working days, the Commission shall send a final notice to the party concerned to respond within a further seven working days after which the Commission | | | |shall proceed to determine the case. | | |Choice of Mediator | | | |After receipt of the response in regulation 7, the Commission shall provide both parties the list of mediators for the parties to make a selection of a mediator or mediators. | | | |Appointment of Mediator | | | |The Commission shall appoint the mediator or mediators jointly chosen by the parties to mediate in the dispute. | | | |Failure to agree on choice of mediator | | | |Where the parties to a dispute fail to agree on a choice of mediator the Commission shall, within two (2) working days, appoint a mediator or mediators as the case may be to mediate the dispute. | | |   | | | |Time within which to conclude mediation | | | |The mediation shall be concluded within fourteen days after the date o f appointment of the mediator. | | | |   | | | |Dispute settled through mediation | | | |(1) Where at the end of the mediation there is a settlement of the dispute, the terms of settlement shall be recorded and signed by the mediator and the parties to the dispute. | | |   | | | |(2) A copy of the signed terms of settlement shall be lodged with the  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Commission. | | | |   | | | |Binding Settlement | | | |The settlement referred to in regulation 12 shall be binding on the parties. | | | |   | | | |Duty to cooperate in mediation efforts | | | |The parties to the mediation process shall cooperate in the mediation efforts. | | |   | | | |Failure to settle through mediation | | | |Where there is no settlement at the end of the mediation process the mediator shall immediately declare the dispute as unresolved and refer the dispute to the Commission within three days for Voluntary Arbitration. | | | |Conflict of interest. | | | |A mediator shall disc lose in writing, any interest whatsoever nature in a dispute referred for mediation. | | | |Upon consideration of such interest by the Commission, the mediator may be changed unless the parties to the dispute consent in writing to retain the mediator. | | |   Voluntary arbitration | | | |   | | | |Reference to voluntary arbitration | | | |Where a dispute is referred to the Commission under regulation 15, the Commission shall with the consent of the parties refer the dispute to an arbitrator or an arbitration panel for voluntary arbitration. | | | |   | | | |Failure to agree on choice of arbitrator | | | |Where the parties to a voluntary arbitration fail to agree on the appointment of an arbitrator or an arbitration panel, the Commission shall, within three working days, appoint an arbitrator or arbitration panel. | | | |Disclosure of interest. | | |An arbitrator shall disclose in writing, any interest whatsoever nature the arbitrator may have in a dispute referred for volunt ary arbitration. | | | |Upon consideration of such interest by the Commission, the arbitrator may be changed unless the parties to the dispute consent in writing to waive this option. | | | |Time within which to submit statement of issues or questions in dispute | | | |Within three (3) working days after the appointment of an arbitrator or arbitration panel, the parties to an industrial dispute shall submit to the arbitrator in writing a statement of the issues or questions in dispute signed by one or more of the parties or their | | | |representatives. | | |   | | | |Failure or refusal to sign a statement of issues or questions in a dispute. | | | |Where a party to a dispute fails or refuses to sign a statement as required in regulation 20, the statement may be submitted without that party’s signature. | | | |A statement pursuant to sub-regulation (1) shall state that the other party has failed or refused to sign the statement and the Commission shall authorize the arbitra tor to proceed with the arbitration despite the fact that only one party has signed the statement of the issue. | | | |Failure to appear before an arbitrator | | |If any party fails to appear before the arbitrator or arbitration panel after the expiration of seven (7) working days after being notified, the arbitrator or arbitration panel shall proceed to hear and determine the dispute. | | | |   | | | |Time within which to conclude voluntary arbitration | | | |The voluntary arbitration process shall be concluded within fourteen (14) working days from the date of appointment of the arbitrator or arbitration panel or within the extra time determined by the Commission. | | |   | | | |Voluntary Arbitration award binding | | | |The decision of the arbitrator or a majority of the arbitrators shall be binding on all the parties. | | | |Arbitration award to be communicated | | | |   | | | |The arbitrator or arbitration panel shall within seven working days of the last sitting make a n award and communicate the award to the parties and the Commission within seventy-two hours. | | |   Compulsory arbitration | | | |   | | | |  Ã‚  Ã‚  Ã‚  Ã‚   Compulsory arbitration by the Commission | | | |If a dispute remains unresolved within seven (7) working days after the commencement of a strike or lock out, the dispute shall be settled by compulsory arbitration by the Commission. | | | |   | | | |Content of notice to be served by the Commission | | | |27 (1) Where a dispute is referred to the Commission under Clause 26, the Commission shall serve a notice on the parties; | | | |   | | | |(a)   stating what in its opinion the unresolved issues are between the parties and | | | |   | | | |(b)   asking the parties whether they agree to those issues | | | |   | | | |  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (2)   the parties shall respond within three (3) working days. | | | |   | | | |Composition of Compulsory Arbitration Panel | | | |28. A compulsory arbitration shall comprise three members of the Commission, one member each representing Government, Organized Labour and Employers Organization. | | | |   | | | |Time within which to conclude compulsory arbitration | | | |The compulsory arbitration process shall be concluded within fourteen (14) working days after service of the notice in regulation 27. | | | |   | | | |Compulsory Arbitration Award binding | | | |The award of the majority of the arbitrators in a compulsory arbitration shall be binding on the parties. | | |   | | | |Publication of compulsory arbitration award in Gazette | | | |A compulsory arbitration award shall immediately on completion, be published in the Gazette and other state media by the Commission and copies shall be given to the parties to the dispute. | | | |   | | | |Appeals against compulsory arbitration award | | | |Appeals against a compulsory arbitration award shall lie to the Court of Appeal on questions of law only within seven (7) working days after the publication of the award under regulation 31. | | |   | | | |Summary settlement of dispute by the Commission. | | | |(1). After the receipt of a complaint in accordance with regulation 6 and a response to the complaint in accordance with Clause 7, the Commission may, after giving the parties to the dispute the right to be heard, settle the dispute summarily without recourse to mediation or | | | |arbitration. | | | |   | | | |(2). Where a party to a dispute fails to respond to a complaint in accordance with regulation 7, the Commission may determine the complaint without recourse to that party and the decision of the Commission shall be binding on the parties to the dispute. | | |   | | | |(3)   The Commission may re-open a dispute which has been determined under sub-regulation (2) if a party to the dispute on application within fourteen working days after the determination of the case provides reasonable explanation for the failure to respond to the complaint. | | | |Procedures for resolving disputes from essential services | | | |   | | | |  Ã‚  Ã‚  Ã‚  Ã‚   Dispute Resolution in Essential Services | | | |Parties to an industrial dispute in essential services shall endeavour to settle the dispute within three (3) days after the occurrence of the dispute by negotiation. | | |   | | | |Referral to the Commission after failure to resolve dispute | | | |If the dispute remains unresolved after the expiration of the three (3) days referred to in regulation 34, the parties shall within the next working day refer the dispute to the Commission for settlement by compulsory arbitration. | | | |   | | | |Compulsory arbitration by the Commission | | | |The Commission shall, not later than three (3) working days after the dispute has been referred to it, constitute a compulsory arbitration panel to settle the dispute by compulsory arbitration within fourteen working days. | | |   Strikes and lockout procedures | | | |  Ã‚  Ã‚  Ã‚  Ã‚   | | | |  Ã‚  Ã‚  Ã‚  Ã‚   Notice of intention to strike or lockout | | | |Where | | | |  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (a) the parties fail to agree to refer a dispute for voluntary arbitration, or   | | | |(b) a dispute remains unresolved at the end of the arbitration proceedings, either party intending to take a strike action or lockout, shall give written notice of the intended action to the other party and the Commission shall, within seven (7) working days after the failure | | | |of the parties to agree to refer the dispute to another arbitration, terminate the arbitration proceedings. | | |   | | | |Time within which strike or lockout action can be undertaken | | | |Strike action or lockout may be undertaken after the expiration of seven (7) working days from the date of the notice referred to in regulation 37 and not at anytime before the expiration of that period. | | | |  Effective date of notice of strike or lockout | | | |The sev en (7) working days referred in regulation 38 shall begin to run from the date of receipt of the notice by the Commission. | | |   | | | |Prohibition of strike or lockout in respect of essential services | | | |  An employer carrying on, or a worker engaged in an essential service shall not resort to a lockout or strike in connection with or in furtherance of an industrial dispute in which workers in the essential service are involved. | | | |   | | | |Cooling-off period | | | |A party to an industrial dispute shall not resort to a strike or lockout during the period when negotiation, mediation or arbitration proceedings are in progress. | | |   | | | |Procedures for maintaining a database of mediators and arbitrators and fees | | | |   | | | |  Ã‚  Ã‚  Ã‚  Ã‚   List of mediators and arbitrators | | | |The Commission shall maintain a list of industrial relations mediators or arbitrators who meet the criteria of the Commission. | | | |   | | | |Application to be li sted as mediator or arbitrator | | | |  A person who seeks to be listed as a mediator or arbitrator shall complete and submit an application form which may be obtained from the Commission. | | |   | | | |Mediators and Arbitrators not employees of Commission | | | |A person appointed as mediator or arbitrator of the Commission does not become employee of the Commission. | | | | | | | |Disqualified mediator or arbitrator | | | |A person appointed as a mediator or arbitrator is not qualified to serve in that capacity if the person has a financial or other interest in the undertaking or employers’ or workers’ organization involved in the dispute, unless the parties to the dispute agree to the | | | |appointment in writing despite the disclosure of the interest. | | |   | | | |Removal from the list of mediators and arbitrators | | | |A person   listed as a mediator or arbitrator may be removed from the list by the Commission on the grounds that the person; | | | |   | | | |(a)  Ã‚  Ã‚     no longer satisfies the criteria for admission | | | |   | | | |(b)   has been repeatedly or flagrantly delinquent in submitting reports to the Commission | | | |   | | | |(c)  Ã‚  Ã‚   has refused to make reasonable and periodic reports in a timely manner to the Commission concerning activities relating to mediation or arbitration. | | |   | | | |(d)   has been the subject of complaints by parties who use the services of the Commission after appropriate enquiry has established a just cause for cancellation, or | | | |   | | | |(e)  Ã‚  Ã‚   has died | | | |   | | | |Notice for removal of mediators and arbitrators | | |A mediator or arbitrator listed on the database may only be removed after thirty days notice. | | | |   | | | |Voluntary withdrawal from list of mediators or arbitrators. | | | |A person listed as a mediator and or arbitrator by the Commission may withdraw from the list at any time by giving the Commission thi rty (30) days notice in writing. | | | |   | | | |  Ã‚  Ã‚     Ã‚  49. Mediation and voluntary arbitration fees | | | |  Ã‚  Ã‚     Fees shall be in conformity with Government Consultancy rates obtained  from  the Ministry of Finance and Economic Planning. | | |   | | | |   | | | |  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   | | | |SCHEDULE | | | |(Regulation 6) | | | |NATIONAL LABOUR COMMISSION | | | |  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   COMPLAINT FORM A | | | |Complainant: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Respondent: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Contact No. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Contact No. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |  Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 20†¦.. | | |  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   COMPLAINT | | | |  Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Relief Sought†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Signed: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  COMPLAINANT | | | |  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  JOSEPH A. ARYITEY | | | Chairperson, National Labour Commission | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |Date of Gazette notification: 17th March, 2006 | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | |   | | | | | | |   | | | |   | | | |   | | | |   | | | |   | | | | | | | |   | | | | | | | |more†¦ | | | | | | |   | | | | | | | |   | | | | | | | |[pic] | | | | | | | | | | | |   | | | |[pic] | | | | | | | |[pic] | | | |   | | | |   | | | |[pic] | | | |[pic] | | | | | | | |   | | | |   | | | |[pic] | | | |[pic] | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |Subscribe to our Newsletter | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |Name: | | | |[pic] | | | | | | | |E-mail: | | | |[pic] | | | | | | |   | | | |[pic]unsubscribe | | | | | | | | | | | | | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |   | | | |   | | | |[pic] | | | |[pic] | | | | | | | | | | | | | | | |   | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | |[pic] | | | |News & Events | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | |[pic] | | | | | | | |[pic] | | | |20/10/2009 | | | | | | | |ARBITRATION AWARD | | | | | | | | | | | | | | | |†¦ ore | | | | | | | |[pic] | | | | | | | |01/10/2009 | | | | | | | |ANNUAL REPORT – 2006 | | | | | | | | | | | | | | | |†¦ more | | | | | | |[pic] | | | | | | | |29/09/2009 | | | | | | | |ANNUAL REPORT – 2007 | | | | | | | | | | | | | | | |†¦ ore | | | | | | | |[pic] | | | | | | | |29/09/2009 | | | | | | | |ANNUAL REPORT 2008 | | | | | | | | | | | | | | | |†¦ ore | | | | | | | |[pic] | | | | | | | |13/10/2008 | | | | | | | |ARBITRATION AWARD – SGS LAB SERVICES GHANA LIMITED VRS MINEWORKERS UNION | | | | | | | | | | | | | | | |†¦ ore | | | | | | | |[pic] | | | | | | | |15/04/2008 | | | | | | | | | | | | | | | |†¦ ore | | | | | | | |[pic] | | | | | | | |20/02/2008 | | | | | | | | | | | | | | | | | | | | | | | |†¦ ore | | | | | | | |[pic] | | | | | | | |20/02/2008

The Parthians as Intermediaries in the Silk Trade

The Parthians as Intermediaries in the Silk Trade The ancient Chinese invented sericulture- the production of silk fabric. They opened the silkworm cocoon to extract silk filaments, twisted the threads, and dyed the fabric they produced. Silk fabric has long been prized, and correspondingly expensive, so it was a valuable source of revenue for the Chinese, so long as they could monopolize production. Other luxury-loving people were eager to prise their secret, but the Chinese guarded it carefully, under pain of execution. Until they learned the secret, the Romans found another way to share in the profit. They manufactured silken products. The Parthians found a way to profit, too by serving as middlemen. The Chinese Monopoly on Silk Production In The Silk Trade between China and the Roman Empire at Its Height, Circa A. D. 90-130, J. Thorley argues that the Parthians (c. 200 B.C. - c. A.D. 200), serving as trading intermediaries between China and the Roman Empire, sold fancy Chinese brocades to Rome and then, using some deceit about silkworm cocoons in the Roman Empire, sold re-weavings of gauzy silk back to the Chinese. The Chinese, admittedly, lacked the technology for the weaving, but they might have been scandalized to realize they had provided the raw material. The Silk Road Prospered Although Julius Caesar may have had silk curtains made from Chinese silk, silk was in very limited supply in Rome until the time of peace and prosperity under Augustus. From the late first century to early in the second, the whole of the silk route was at peace and trade prospered as it never had before and never would again until the Mongol Empire. In Roman Imperial history, the barbarians kept pushing at the borders and clamoring to be let in. These would-be Romans had been displaced by other tribes further out. This is part of a complicated stream of events that led to the invasions of the Roman Empire by Vandals and Visigoths, nicely treated in Michael Kulikowskis The Gothic Wars. The Barbarians at the Gates Thorley says that a stream of similar border-pushing events led to the efficiently functioning silk route of the period. Nomadic tribes called the Hsiung Nu harassed the Chin dynasty (255-206 B.C.) into building the Great Wall for protection (like Hadrians Wall and the Antonine Wall in Britain were supposed to keep out the Picts). Emperor Wu Ti forced out the Hsiung Nu, so they tried to get into Turkestan. The Chinese sent forces to Turkestan and took possession of it. Once in control of Turkestan, they built trade route outposts from North China to the Tarim Basin in Chinese hands. Thwarted, the Hsiung Nu turned to their neighbors to the south and west, the Yueh-chi, driving them to the Aral Sea, where they, in turn, drove out the Scythians. The Scythians migrated to Iran and India. The Yueh-chi later followed, arriving in Sogdiana and Bactria. In the first century A.D., they migrated into Kashmir where their dynasty became known as the Kushan. Iran, to the west of the Kushan empire , came into Parthian hands after the Parthians wrested control from the Seleucids who ran the area after the death of Alexander the Great. This meant that going from west to east in about A.D. 90, the kingdoms controlling the silk route were only 4: the Romans, the Parthians, the Kushan, and the Chinese. The Parthians Become the Middlemen The Parthians persuaded the Chinese, who traveled from China, through the Kushan area of India (where they presumably paid a fee to allow them to travel through), and into Parthia, not to take their merchandise further west, making the Parthians middlemen. Thorley provides an unusual-looking list of exports from the Roman Empire that they sold to the Chinese. This is the list that contains the locally acquired silk: [G]old, silver [probably from Spain], and rare precious stones, especially the jewel that shines at night, the moonshine pearl, the chicken- frightening rhinoceros stone, corals, amber, glass, lang-kan (a kind of coral), chu-tan (cinnabar?), green jadestone, gold-embroidered rugs, and thin silk- cloth of various colours. They make gold-coloured cloth and asbestos cloth. They further have fine cloth, also called down of the water- sheep; it is made from the cocoons of wild silk-worms. They collect all kinds of fragrant substances, the juice of which they boil into storas. It wasnt until the Byzantine era that Romans really had their own silkworms. SourceThe Silk Trade between China and the Roman Empire at Its Height, Circa A. D. 90-130, by J. Thorley. Greece Rome, 2nd Ser., Vol. 18, No. 1. (Apr. 1971), pp. 71-80.