Role Plays to Practice Compromising

The art of compromise is essential to any negotiation. Use the following role plays to help your students learn how to make compromises and negotiate with tact. This lesson can be used in a wide variety of situations such as business English role plays or other advanced skills classes. Its important to check students use of standard phrases to improve their negotiating and compromising skills in English. Lesson Outline Give students a few examples of situations which call for negotiation and compromise.Elicit phrases you might use when making compromises and write them on the board.Ask students to first write out a few sentences using each of the forms you have written on the board (see further suggestions below to help get the discussion started).Break students up into pairs. Ask students to read through the situations and choose at least three situations they would like to practice.Ask students to choose the situation they felt they negotiated the most successfully with fair compromises.Students write up a dialogue on the role play they have chosen.Students act out their negotiations in front of the class. Encourage acting skills! Useful Phrases for Compromising Negotiating a Compromise I see your point, however, dont you think that ...Im afraid thats not true. Remember that ...Try to see it from my point of view.I understand what youre saying, but ...Imagine for a moment that you are ... Asking for Compromise How flexible can you be on that?I’m ready to agree if you can ...If I agree, would you be willing to ...?We would be willing to ..., provided, of course, that ...Would you be willing to accept a compromise? Negotiating a Compromise Role Play Choose a role play from one of the following scenarios. Write it up with your partner, and perform it for your classmates. Writing will be checked for grammar, punctuation, spelling, etc., as will your participation, pronunciation,  and interaction in the role play. The role play should last at least 2 minutes. You are a student at an English school in the US or the UK.  You’d like your parents to send you some more spending money. Telephone your father (your partner in the role play) and ask for more money. Your father feels that you are spending too much money. Come to a compromise.You are visiting your cousin (your partner) whom you haven’t seen in a long time. Catch up on all the news from your two families, as well as from your own lives.You are a student who has improved at school, but your mother/father (your partner) doesn’t feel that you have done enough. Discuss together what you can do to improve your grades, but also recognize your increased efforts.You are the aunt / uncle of your partner. Your partner wants to ask you about what life was like with your brother (your partner’s father) when you were both teenagers. Have a discussion about the old times. Compromise on how the present and the past have certain advantages and disadvantages.You would li ke to get married to a man / woman your parents do not approve of. Have a discussion with your mother / father (your partner) about your plans. Try to break the news gently, while still maintaining your desire to get married.You are having a discussion with your husband / wife (your partner) about your son who is having problems at school. Accuse each other of not being a good parent, but try to come to a conclusion that will help your child.You are a technological wizard and have a new idea for a great start-up on the internet. Try to convince your father to fund your business with a $100,000 loan. Your partner will be your father who is very skeptical about your idea because he thinks you should be a doctor.

Gothic Theme Essay examples - 1836 Words

Conflict within One Self Personal internal battles exist every day whether it is mentally, emotionally, spiritually or even physically. Within each person, typical temptations dwell deep inside. Some of these temptations can be very active or remain dormant until precise events trigger them. The intricacy of a person’s inner struggle fights between a moral and corrupt side. Naturally, undesirable temptations ascend from the lower qualities of people and bare individuals to develop even more immoral ambitions. Overtime, those temptations could worsen and became more severe, in which the person develops a lack of self-control with major inflictions and regrets. A clash between good and evil, hero and tyrant is a basic foundation to†¦show more content†¦Stevenson makes clarification with giving the dark evil character as an alternative personality of Dr. Jekyll which is Mr. Hyde. Stevenson begins to peruse the case of a respected doctor who becomes associated with Mr. H yde. The unusual, mysterious circumstance is the fact that the two men is the same person. â€Å"The doctor experiments in his own laboratory trying to divide effort to improve the quality his own life† (Hedlund). The reading explains the struggles and mental state of Dr. Jekyll. Hence, although I had now two characters as well as two appearances, one was wholly evil, and the other was still old Henry Jekyll, the incongruous compound of whose reformation and improvement I had already learned to despair. The movement was thus wholly toward the worse (Stevenson 102). Stevenson creates a revelation of stimulating themes. The writer cleverly creates a feeling of suspense, unknown, and mystery. Mr. Hyde in the opening of Mr. Enfield’s accounts, there is the eerie, catastrophic scene of the trampling of a young girl in the middle of the night. This is the first encounter of where the gothic element of a distress woman or a woman threatened by a powerful tyrannical male, is first installed to the reader. After the trampling, Mr. Hyde is told to pay money to the family. Out of nowhere, a check is signed by a very gallant, up standing citizen. Eventually, the check is revealed to belonging to Dr. Jekyll, and also come to acquire that Dr.Show MoreRelated The Gothic Theme In Frankenstein Essay examples1357 Words   |  6 Pages nbsp;nbsp;nbsp;nbsp;nbsp;The term Gothic refers to a genre that came about in the late eighteenth century. It can be a type of story, clothing, or music nowadays. In this paper it will refer to a style of literature. A v ery good example of this type of literature is Mary Shelleys Frankenstein. There is a sense of foreboding throughout the whole novel, which is one of the basic necessities of the Gothic. This theme of the Gothic has different characteristics that all fit into the story of VictorRead MoreThe Gothic Theme in Dracula by Bram Stoker Essay907 Words   |  4 PagesThe Gothic Theme in Dracula by Bram Stoker Bram Stokers Dracula is a true Gothic novel that belongs on any gothic literature course. Focusing in on the recurring themes, characters and settings used throughout the novel one sees how Dracula has set the standard for Gothic literature today. The theme in Dracula is that classic Gothic theme of the epic battle of good versus evil. In this novel this is expressed in a very direct way, there is never any question as to who is right and whoRead MoreThe Gothic Theme of Edgar Allen Poes Work1357 Words   |  6 Pagesreflects the traditional Gothic conventions of the time that subverted the ambivalence of the grotesque and arabesque. 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Through their many works, such as â€Å"A Rose for Emily,† â€Å"Prey,† and â€Å"The Black Cat,† the authors implement numerous themes regarding violence and entrapment- existing in bothRead MoreTheme Of Gothic Elements In Masque Of The Red Death750 Words   |  3 Pagescastle to prevent it from killing anyone else, although it still ends up getting in from a ghost, and wipes everyone else out. In Masque of the Red Death by Edgar Allan Poe, Poe uses gothic elements such as a gloom setting, supernatural beings, curses, and air of mystery and suspense. Edgar Allan Poe uses many gothic elements in Masque of the Red Death, such as a gloomy setting. A gloomy setting is described by having little color, no happiness, and decaying setting. The outside world was gloomyRead MoreSherwood Anderson Themes And Techniques1605 Words   |  7 PagesCarlstrom Mr. Kaplan English IV 6 November 2017 Themes, Styles, and Techniques of Sherwood Anderson Sherwood Anderson was a novelist, short story writer, and poet. He wrote with an intense personal connection to the project he was working on at that time. His connection with his works was so great that the work often reflected his opinions and life experiences throughout his writings. This connection is very apparent throughout his major themes: societal reforms, human sexuality and experienceRead MoreA Good Man Is Hard For Find By Flannery O Connor1655 Words   |  7 Pagesthe short story A Good Man Is Hard to Find, written by Flannery O’Connor, the theme that the definition of a ‘good man’ is mysterious and flawed is apparent. The reader must realize that it is difficult to universalize the definition of a good man because every person goes through different experiences. 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Preventing The Spread Of Hpv Health And Social Care Essay Free Essays

string(77) " more inauspicious than those of birth control \( unwritten preventives \) \." The Center for Disease Control and Prevention, or CDC, states, â€Å" Genital human papillomavirus, or HPV, is the most common sexually familial infection † ( What is HPV? ) . In fact, harmonizing to The American Social Health Association ( ASHA ) , â€Å" 6 million new venereal HPV instances occur each twelvemonth, about 1/3 of all new Sexually Transmitted Disease ( STD ) infections † ( Learn About HPV Fast Facts ) . Not merely does HPV infect the venereal countries of males and females, HPV can besides infect the oral cavity and pharynx. We will write a custom essay sample on Preventing The Spread Of Hpv Health And Social Care Essay or any similar topic only for you Order Now HPV can be contracted during vaginal and anal sex and may besides be passed on during unwritten sex and genital-to-genital contact. This means condom usage entirely does non protect an person against the disease. What is spoting about the disease is it can be passed from one person to the following even when the septic individual has no marks or symptoms. Furthermore, a individual can hold HPV even if several old ages have passed since he or she had sexual contact with an septic individual. â€Å" Most septic individuals do non recognize they are infected or that they are go throughing the virus on to a sex spouse † ( What is HPV? ) . In 2006, the pharmaceutical company Merck introduced Gardasil, a vaccinum to protect against four types of HPV. Harmonizing to the information found on the Gardasil web site, â€Å" In misss and immature adult females ages 9-26, Gardasil protects against two types of HPV that cause cervical malignant neoplastic disease and two more that cause venereal warts. In male childs and immature work forces ages 9-26, it protects against venereal warts † ( Gardasil ) . This vaccinum caused rather a contention as Merck has recommended that kids the age of 11 would be the most good group to have the vaccinum since they are most likely yet to be sexually active. Many parents have been uncomfortable with the thought of immunising their kid ( ren ) against what most see merely a sexually familial disease or infection ( STI ) . However, some provinces discussed doing it compulsory with Texas making so in 2007. While an person will have the full benefits of the vaccinum if inoculated before go ing sexually active, the vaccinum can still be effectual even if given after a individual becomes sexually active. Ideally, all 50 provinces will do the vaccinum mandatary. To guarantee these inoculations are being given, there is another group of persons that should be required to acquire the vaccinum or demo cogent evidence of holding received it. With so many college pupils sexually active and half of sexually active people transporting HPV it is imperative for persons come ining their first twelvemonth of college or university to demo cogent evidence of the Gardasil inoculation. When Gardasil was introduced, it proved effectual in forestalling two strains of HPV linked to cervical malignant neoplastic disease and two strains linked to venereal warts. Specifically, the promotional web site for Gardasil says, â€Å" Gardasil is the lone HPV vaccinum that helps protect against four types of HPV. In misss and immature adult females ages 9-26, Gardasil helps protect against two types of HPV that cause about 75 % of cervical malignant neoplastic disease instances, and two more types that cause 90 % of venereal warts instances. † The vaccinum is besides available to males. â€Å" In male childs and immature work forces ages 9-26, Gardasil helps protect against 90 % of venereal warts instances † ( What is Gardasil? ) When Gardasil was introduced, it was available merely to immature misss and adult females. This can make rather the societal shame on a immature adult female who wants to protect herself. It fundamentally puts the load of forestalling venereal warts on females. Now, adult females entirely do n’t hold to keep the duty. In 2009, the Gardasil vaccinum became available to work forces. As Shobha Krishnan, M.D. points out in her interview with the American Social Health Association ( ASHA ) , â€Å" it ‘s good to include work forces in HPV vaccinum plans because making so means that HPV is n’t seen as merely a adult female ‘s infection, so adult females entirely do n’t bear all of the stigma † ( The HPV Vaccine Controversy: Sexual activity, Cancer, God, and Politicss: An Interview With Shobha Krishnan, M.D. ) . Work force can have the exact same vaccinum that adult females do. This is highly of import because it is estimated that in the United States , each minute, there is a new instance of venereal warts. Two out of three people will acquire venereal warts after holding any sort of venereal contact with person infected. Genital warts, harmonizing to the CDC, normally appear as a little bump or group of bumps in the venereal country. They can be little or big, raised or level, or shaped like Brassica oleracea botrytis. Health attention suppliers can name warts by looking at the venereal country during an office visit. Warts can look within hebdomads or months after sexual contact with an septic spouse – even if the septic spouse has no marks of venereal warts. If left untreated, venereal warts might travel off, remain unchanged, or increase in size or figure. Rarely, these types of HPV can besides do warts in the pharynx – a status called perennial respiratory papillomastosis ( RRP ) . These warts can sometimes barricade the air passage, doing a gruff voice or troubled external respiration. It bears reiterating, an person does non hold to hold intercourse with an septic individual to acquire venereal warts because rubbers do non cover the full venereal country. In fact, because HPV is so common, it ‘s difficult to avoid wholly. If adult females and work forces come ining college who have n’t received the vaccinum are required to make so, this could greatly diminish the figure of instances of venereal warts. The load of HPV should n’t fall merely on adult females ; a good comparing to do would be the vaccinum versus unwritten preventives, or birth control pills. The side effects of Gardasil are truly no more inauspicious than those of birth control ( unwritten preventives ) . You read "Preventing The Spread Of Hpv Health And Social Care Essay" in category "Essay examples" Harmonizing to ASHA, the CDC and FDA found the figure of blood coagulums in those who ‘ve been vaccinated is approximately the same as found in those who take birth control pills, as is the figure of people with progressive muscular failing. Harmonizing to WebMD, there are side effects of birth control pills although the bulk are non serious. They include nausea, weight addition, sore or conceited chests, little sums of blood between periods, lighter periods, temper alterations. The undermentioned side effects are less common but more serious: abdominal hurting, thorax hurting, concerns, oculus jobs, swelling and/or hurting in the legs and thighs. In add-on, you should non take hormonal preventives if you have had blood coagulums, bosom or liver disease, or malignant neoplastic disease of the chest or womb ( Nihira ) There is no more of a menace to a adult female having the Gardasil vaccinum than there is birth control. Sing that most adult females are taking an unwritten preventive to forestall an unwanted gestation, it would be prudent to besides desire to protect oneself from a disease that can take to unwanted malignant neoplastic disease. In fact, more and more adult females are making more to protect themselves, non merely from gestation, but from sexual diseases every bit good. Harmonizing to Kathleen Doheny in her article for The Washington Post, â€Å" from 1995 to 2002, the per centum of American adult females who said they received prophylactic services rose from 34 to 41 % . Overall, the per centum of adult females having all sexual and generative wellness attention services – including non merely birth control but besides such services as STD ( Sexually Transmitted Diseases ) testing and Pap trials – remained changeless at 74 % , the study found † ( Doheny ) . As the statistic shows, 74 % of adult females receive Pap trials, which can be an early sensor of cervical malignant neoplastic disease. But why non take it one measure further and protect yourself against the virus that can do it? Doctors do urge contending off cervical malignant neoplastic disease with regular Pap trials, which has helped extenuate the instances of cervical malignant neoplastic disease. But, for those people that are sexually active, and 56 % of college pupils are, the Gardasil vaccinum would be merely another method for protection. In the same manner a adult female on the birth control pill should still utilize a rubber with her spouse, a sexually active college pupil should utilize rubbers and be vaccinated to assist forestall HPV related diseases. As mentioned above, side effects are an issue sing this vaccinum every bit good. In July 2008, simply two old ages after the vaccinum was released, Sharyl Attkisson did an fact-finding study for CBS News, Vaccine Watch: Gardasil Side Effects? In her article she spoke to households of immature adult females who believe the Gardasil HPV Vaccine may hold – or did in fact – do their kid ‘s serious unwellness. In one instance, a immature adult female who received the vaccinum subsequently developed Autoimmune Myofasciitis. She is now a inveterate sick individual, â€Å" who takes a smattering of pills a twenty-four hours merely to maintain her unwellness tolerable † ( Attkisson ) . A twelvemonth subsequently in August 2009, Radha Chitale wrote a study for ABC News called, CDC Report Stirs Controversy for Merck ‘s Gardasil Vaccine. This study links â€Å" 32 unconfirmed deceases and shows higher incidences of fainting and blood coagulums than other vaccinums † ( Chitale ) . There will ever be side effects and possible inauspicious effects associated with vaccinums. Side effects occur instantly after the injection. Merck indicates on the Gardasil web site that â€Å" common side effects include hurting, swelling, rubing, bruising, and inflammation at the injection side, concern, giddiness, emesis, and fainting † ( Gardasil ) . Adverse effects occur hebdomads subsequently and may or may non be a consequence of the vaccinum and other factors could come into drama. Thirty-two deceases associated with a vaccinum are nil to price reduction, but in the whole strategy of things there is n’t anything unusual about this. At this clip over 16 million doses of Gardasil have been distributed in the United States. Harmonizing to the CDC, â€Å" given the big figure of doses distributed, it is expected that by opportunity entirely, serious inauspicious events and some deceases will be reported in this big population during the clip period following inoc ulations † ( Information from FDA and CDC on Gardasil and its Safety ) . In fact, both the CDC and the Federal Drug and Food Administration, or FDA, monitors the safety of all vaccinums through the Vaccine Adverse Event Reporting System, or VAERS. â€Å" As of June 30, 2008, there have been 9,749 VAERS studies of inauspicious events following Gardasil Vaccination. Of these, 94 % were classified as studies of non-serious events, and 6 % serious events † ( Information from FDA and CDC on Gardasil and its Safety ) . As of this study, 20 deceases were to hold been caused by the Gardasil vaccinum, but this does n’t intend that a common form was created. And, â€Å" in instances where necropsy, decease certifications and medical records were available, the cause of decease was explained by factors other than the vaccinum † ( Information from FDA and CDC on Gardasil and its Safety ) . ABC News Chief Medical Editor Dr. Timothy Johnson provinces, â€Å" I am really much in favour of childhood vaccinums, [ but ] I do n’t believe we yet know the long term benefits or hazards. I ‘m taking a base on balls on this 1 † ( Chitale ) . Typically when a vaccinum is released, many people are dying to have it. Think of the Flu or H1N1, we are so willing to protect ourselves against these societal diseases that are easy dispersed. Many people were even willing to stand in line for hours to have the vaccinum. In fact, most colleges and universities require pupils to be immunized against some diseases. For illustration, â€Å" The University of Nebraska at Omaha ( UNO ) follows the Center for Disease Control and Preventions ‘ recommendation for immunisation. To forestall the possibility of a rubeolas outbreak happening, UNO requires that all new ( including transportation and alumnus ) pupils show cogent evidence of immunisation or unsusceptibility † ( Pre-Enrollment Health Requirement ) . The purpose to protect pupils from rubeolas, a disease that seldom affects grownups in the United States, should be the same for protecting pupils against HPV. Harmonizing to the World Health Organization ‘s web site, â€Å" in 2008, there were 164,000 rubeolas deceases globally. † However, harmonizing to the National Foundation for Infectious Diseases ‘ web site, â€Å" of the 140 reported confirmed instances of rubeolas [ in the United States ] reported in 2008, about 25 % occurred among grownups † ( Measles ) . It should be noted that, â€Å" College and university pupils are at increased hazard for rubeolas, and should have two doses of the MMR vaccinum to guarantee equal protection † ( Measles ) . But as the 2008 statistic shows, the instances of rubeolas are rather minimum. â€Å" Most instances of rubeolas in the United States now result from infections acquired in other states or are linked to such imported instances † ( World Health Organization, Measles ) . It should besides be noted that the figure of kids in the universe having one dosage of the rubeolas vaccinum is up 11 % , from 72 % in 2000 to 83 % in 2008. While the figure of people having the vaccinum is traveling up, rubeolas is still a really contagious virus. With so many people on college and university campuses in close contact with one another, particularly the residence halls, it merely makes sense to necessitate a pupil show cogent evidence of inoculation for entry. While non transmitted sexually, rubeolas is a societal disease. Just being in the same room as the septic individual can infect a individual. But as mentioned above, in 2008 entirely, merely 25 % of 140 grownups were confirmed to hold rubeolas. Compare that to the 6 million new instances of HPV each twelvemonth. Based on those Numberss, a university or college pupil is more likely to develop HPV than they are rubeolas. Furthermore, with rubeolas, the symptoms come on rapidly and a individual can rapidly travel to the physician to have the proper attention. In the instance of HPV it ‘s non even cognize how many of these instances turn to venereal warts. After reaching the Nebraska Department for Health and Human Services to happen a statistic for the figure of instances of venereal warts, I was told this was untraceable. Since the symptoms of HPV can put hibernating for old ages, it is prudent that university and college pupils protect themselves, and each other from something that is so easy spread. It ‘s of import to indicate out that even though most instances of cervical malignant neoplastic disease derive from HPV, any adult female can acquire cervical malignant neoplastic disease. Harmonizing to The Cancer Sourcebook for Women, â€Å" the uterine neck is the lower portion of the womb that connects to the vagina. It is portion of the female generative system. † ( Sutton, 59 ) It takes a long clip for cervical malignant neoplastic disease to develop and it goes through many stages before the malignant neoplastic disease really appears. â€Å" The cells of the neck go through alterations known as dysplasia, in which unnatural cells begin to look in the cervical tissue. Later, malignant neoplastic disease cells start to turn and distribute more deeply into the neck and to environing countries. † ( Sutton, 59 ) HPV is the primary factor for cervical malignant neoplastic disease, but non the lone factor. Cervical malignant neoplastic disease is n’t needfully related to person ‘s sexual history. Meaning, a individual does non hold to be sexually active to acquire it. No 1 wants malignant neoplastic disease, no affair what sort it is. In fact, there is a large push in this state to free society of malignant neoplastic disease, to happen a remedy. There is non merely an full month dedicated to the cause of chest malignant neoplastic disease, one can probably happen activities or fundraisers throughout the twelvemonth to raise money and consciousness for the disease. Cancer should n’t be discriminated against. And with promotions in scientific discipline everyday, we should take advantage of any chance given to forestall the disease. â€Å" In 2006, 11,982 adult females in the United States were told they have cervical malignant neoplastic disease, and 3,976 died from the disease † ( Cervical Cancer ) . Besides, there is no information available at this clip, b ut potentially, work forces received Gardasil can protect themselves from signifiers of malignant neoplastic disease related to HPV every bit good ; anal and penial malignant neoplastic disease. This is still being researched. To sum up, contending HPV and its subsequent diseases should non be left to adult females entirely. Men, excessively, can assist to forestall the spread of venereal warts and malignant neoplastic disease. College adult females and work forces can be responsible for what could potentially be the terminal of an untraceable STI and besides cut down the figure of malignant neoplastic disease instances. Furthermore, Gardasil is no more harmful than birth control, a widely accepted prescription medical specialty. If 74 % of adult females are willing to be tested for cervical malignant neoplastic disease and at the same clip protect themselves from unwanted gestations, 100 % of college and university pupils need to assist prevent malignant neoplastic disease and venereal warts. True, there are some inauspicious effects linked to the vaccinum, the Federal Food and Drug Administration, the Center for Disease Control and Prevention and Vaccine Adverse Event Reporting System, have proved the overall safety of the vaccinum. There will ever be inauspicious effects associated with any vaccinum. There is nil outside of the norm for Gardasil. Not merely is the vaccinum safe, but besides people should n’t see it as a vaccinum against a sexually familial disease. College and university pupils are required to protect themselves against societal diseases such as the rubeolas. Since most pupils receive the rubeolas vaccine at a immature age, the hurt of rubeolas has been mitigated. In fact, a college or university pupil is less likely to acquire rubeolas than they are HPV, thanks in portion to a vaccinum. The Gardasil vaccinum should be viewed as any other vaccinum, necessary to halt a societal disease. Above all, if there is an chance to diminish the instances of malignant neoplastic disease and the figure of people deceasing from it, immature people should take advantage of that. At this point in clip, this is the closest thing to a remedy. Furthermore, since cervical malignant neoplastic disease can impact every adult female, non merely those that are sexually active, Gardasil should non be viewed as a vaccinum for merely a sexually familial disease. With so many college pupils sexually active and half of sexually active people transporting HPV it is imperative for persons come ining their first twelvemonth of college to demo cogent evidence of the Gardasil inoculation. If a pupil can non demo cogent evidence, they should be required to acquire inoculated before entry into the college/university is granted. While having the shootings at age 11 or before a individual becomes sexually active would be the most good, college and university pupils should be held accountable. The most of import thing to retrieve is that as a society we have an chance to extinguish a serious disease and extenuate a really common societal disease. How to cite Preventing The Spread Of Hpv Health And Social Care Essay, Essay examples

Traditional Dye Plants of Manipur Essay Example

Traditional Dye Plants of Manipur Essay TraditionalSanjeev Rana Knitwear Department, National Institute of Fashion Technology Abstract Manipur is one of the richest states in plant biodiversity in the North Eastern states of India. Different ethnic groups, residing in Manipur before the introduction of the chemical dyes into the state, used the dyes extracted from the plants. Women in Manipur practice dyeing using varieties of plant leaves, flowers and tree barks. The natural dyes were obtained from plants and have been used by weavers for imparting different shades of color to different clothes, bamboo baskets, flowerpots, fishing nets, etc. There are more than 50 plants species in Manipur, which are used as dyes right from ancient times, before chemical dyes were introduced in the state. This review is an attempt to describe the dyes extracted from plants by the Meitei Community of Manipur. The traditional methods of extraction as well as the plant parts used in the extraction have also been mentioned briefly. These locally extracted dyes are still used for dyeing of handloom products of the state, which are famous all over the world for their indigenous designs and quality. MANIPUR Manipur is one of the state of the eight sister states of northeast India. The state capital of Manipur is Imphal. The state lies at latitude of 23Â °83’N 25Â °68’N and longitude of 93Â °03’E 94Â °78’E. The total area covered by the state is 22327 sq. km and the total population of the state is 22,93,896 [4]. The state is bounded by Nagaland in the North, Mizoram in the South, Assam in the west, and by the borders of the country Myanmar in the east. The state has its own emblem, bird and animal. The State Emblem is Kangla Sha. We will write a custom essay sample on Traditional Dye Plants of Manipur specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Traditional Dye Plants of Manipur specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Traditional Dye Plants of Manipur specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The State Bird is Nongin and the State Animal is Sangai [4]. [pic] Fig. 1. Location map of Manipur 1. Dye Yielding Plants The process of dyeing was started during the reign of King Taothing-Mang (264- 364 AD). The system of dyeing progressed during the reign of King Yanglao Keiphaba (969-984 AD), who introduced the beautiful textile Hij Mayek (later known as Hijam mayek) colourfully dyed, and worn by the women folk of Manipur. Some plants, which were used by the people of Manipur for dyeing are: Table 1 |S. No. Scientific name |Local name |Description |Use | | | | |A middle-sized tree with brown bark. It is a rare plant | | |1. |Acacia catechu Wild |Kabokhajee |occurring wild along the border with Myanmar. A fast |Preparation of local | | |(Mimosaceae) [1]. | |reddish black dye is obtained from the heartwood of the |inks and dyeing cotton| | | | |plant by boiling in water. Small chips of the heartwood |fabrics. | | | | |are boiled in water for about one hour. Then the dye is | | | | | |concentrated by evaporation in iron vessels. | | | | | | |Used as adhesive for | |2. |Achyranthes aspera Linn. |Khujumpere |Whole plant is first ried, burnt to ashes and is mixed |various colors and | | |(Amaranthaceae) [2]. | |with water. This dye is |making the color | | | | | |brighter. | | | | |A middle-sized evergreen tree found wild in Tamenglong | | |3. |Amoora spectabilis Miq. |Oongang |district. As the local name suggests, a pale scarlet |Used for dyeing cotton| | |(Meliaceae) [1]. | |color is obtained from the hardwood by boiling in water. |fabrics. | | | | |Acids and alkalies are added before use. | | | | | |A slender tall palm with annulated stems. Commonly | | |4. |Areca catechu Linn |Kwa pambi |cultivated in the Jiribam sub-division. A copper red dye |Used for Painting | | |(Arecaceae) [1]. | |is obtained from the nuts. The crushed nuts are mixed | | | | | |with water and allowed to stand for a few hours. On | | | | | |adding lime, a copper red dye is obtained. | | | | | | | | |5. Averrhoea carambela Linn. |Rupuan thai | |Used as a good | | |(Oxalidaceae) [2] | |Mature fruits are taken and its juice is squeezed into |adhesive to the | | | | |the water containing tub. |Ureirom (Bixa | | | | | |orellana) dye. | | | | | | | | | |A wild, glabrous twinning herb of common occurrence. A | | |6. |Basella alba Linn |Uroksumbal |deep purple color is obtained from the ripe fruits of |Used for dyeing | | |(Basellaceae) [1]. | |this plant. Different colors can also be obtained from |fabrics and in | | | | |the leaves and stems. The dye is generally extracted with|painting. | | | | |water. | | | | | |A moderately sized deciduous tree, commonly found in the | | |7. |Bauhinia purpurea Linn |Chingthrao |Manipur Valley, sometimes cultivated for the beautiful |Used for Painting | | |(Caesalpiniaceae) [1]. |angangba |flowers. A rose-purple dye is obtained from the fresh | | | | | |flowers. The fresh petals are directly applied on the | | | | | |cloth or surface to be colored. | | | | | |A shrub of very rare occurrence. Grows wild in Ukhrul | | |8. |Berberis manipurana Ahr |Oonapu |district. As the local name suggests, a beautiful yellow |Used for dyeing | | |(Berberidaceae) [1]. |dye is obtained from the stem and roots by boiling in |mulberry silk | | | | |water. Acids and alkalis can be added for concentrating |fabrics(locally known | | | | |the dye. |as Kabrang). | | | | | | | |9. |Bixa orellana Linn |Ureirom |A small evergreen tree, commonly cultivated in the |Used for dyeing | | |(Bixaceae) [1]. |homestead compounds. A pale red dye is obtained from the |locally made cotton | | | | |arils of the seed. The seeds are soaked in cold water to |towels and | | | | |extract the dye. |loin-clothes and also | | | | | |in painting. | | | | |A branched annual herb, commonly cultivated during the | | |10. Carthamus tinctorius Linn |Kushum lei |summer season. Either a golden yel low dye (locally known |Used for dyeing of | | |(Asteraceae)[1]. | |as Sana Phige Machu) or a pink red dye can be extracted |cotton and silk | | | | |from the flowers using different extraction techniques. |clothes and also in | | | | |The fresh petals are wrapped with the leaves of |painting | | | | |Stachyphrynium imbricatum (Roxb. K. Schum. (Local | | | | | |name-Leihoura) and then allowed to ferment for a few | | | | | |days. The fermented petals are mixed with water and | | | | | |filtered. The yellow dye so obtained is concentrated by | | | | | |boiling. Addition of common salts results in a golden | | | | | |yellow dye, while a pink red dye can be obtained by | | | | | |adding alkalies obtained from the ashes of Achyranthes | | | | | |aspera Linn. (Local name-Khujum pere). The flowers are | | | | | |offered to God on Manipuri New Year’s Day (Cheiraoba). | | | | | | | |11. |Celosia argentea Linn |Haorei angangba |An erect glabrous annual, commonly cultivated in the |Used for painting. | | |(Amaranthaceae) [1]. | |gardens throughout the state. A pink red dye is obtained | | | | | |from the flowers. | | | | | |An annual climber, commonly cultivated for the flowers in| | |12. Clitoria ternatea Linn |Aprajita |the Manipur Valley. A blue dye is obtained from the dried|Used only for | | |(Papilionaceae) [1]. | |flowers. The dried petals are powdered and then mixed |painting. | | | | |with cold water. The mixture is allowed to stand for 3-4 | | | | | |hr and filtered. | | | | | |A glabrous shrub of common occurrence in wastelands and | | |13. Clerodendrum bracteatum |Kuthap |river banks throughout the state. A pale green dye is |Used for painting. | | |Wall. Ex Walp. | |obtained from the leaves. The fresh leaves are crushed | | | |(Verbenaceae) [1]. | |and boiled in water until the dye is fairly concentrated. | | | | | |After cooling, acidic dye mordants are added before use. | | | | |A middle sized deciduous tree, grows wild in Tamenglong | | |14. |Cordia grandis Forst |Lamuk |district. A black dye is obtained from the fruit and bark|Used for painting. | | |(Boraginaceae) [1]. | |of this plant. The dye is extracted in cold water. | | | | | |An annual with rhizomatous underground stem, cultivated | | |15. Curcuma domestica Valeton |Yaingang |throughout the state. A golden yellow dye is obtained |Used for dyeing and | | |(Zingiberaceae) [1]. | |from the underground rhizomes. The dye can be extracted |painting. | | | | |either in hot or cold water containing ashes extracted by| | | | | |burning Zanthoxylum acanth opodium DC. (Local name- | | | | | |Mukthrubi). By adding lime water or alkalies, a brick red| | | | | |dye could also be obtained. | | | | | |A leafless, twinning parasite, commonly found in the | | |16. |Cuscuta reflexa Roxb |Uri napu |Manipur Valley. A yellow dye from the whole plant by |Used for dyeing of | | |(Cuscutaceae) [1]. | |crushing in cold water. cotton clothes and in | | | | | |painting. | | | | |A tall tree of common occurrence along the Indo- Myanmar | | |17. |Dipterocarpus turbinatus |Yangou |border at Moreh and Lokchao. A whitish dye is obtained |Used for painting. | | |Gaertn. f. | |from the wood by boiling in water. The same dye could | | | |(Dipterocarpaceae) [1]. |also be obtained from the sap of the plant. | | | | | |A small deciduous tree, very common in the hills of | | |18. |Emblica officinalis Gaertn |Heigru |Manipur. A reddish black dye is obtained from the bark |Used for dyeing of | | |(Euphorbiaceae) [1]. | |and fruits. The dye is extracted by crushing the bark or |fishing nets. | | | | |fruits in col d water and allowed to stand for 48 hrs. The| | | | | |dye is concentrated by boiling and adding common salt. | | | | | |A deciduous tree with strong incurved prickles, common in| | |19. |Erythrina stricta Roxb |Kurao angangba |the Manipur valley and sometimes planted in the homestead|Used for painting. | | |(Papilionaceae) [1]. | |compounds. A coral red dye is obtained from the dried | | | | | |flowers. The dried and powdered flowers are added to | | | | | |sufficient amount of cold water and allowed to stand for | | | | | |a few hours. Slake lime and common salts are added as | | | | | |mordants | | | | | | | | |20. Garcinia xanthochymus |Puangthai |Fruits are cut into pieces and soaked in water or cut |Used as adhesive to | | |Hook. f. | |pieces are taken in a clean piece of cloth and squeezed |different dyes. | | |(Guttiferae/Clusiaceae) [2]| |into the water. The prepared liquid is | | | | | |A large shrub, commonly cultivated in the gardens | | |21. |Hibiscus rosa-sinensis Linn|Juba kushum |throughout the state. A red dye obtained from the fresh |Used for painting | | |(Malvaceae) [1]. | |flowers. The petals are is directly applied to the | | | | | |surface to be colored. In ancient times, the petals were | | | | | |rubbed on the pages of hand written books to protect them| | | | | |from insects. | | | | |A large clumped herb, grows wild in marshy places | | |22. |Iris bakeri Wall |Kombirei |particularly at Lamphel. A deep blue color is obtained |Used for painting. | | |(Iridaceae) [1]. | |from the dried flowers. The flowers are also offered to | | | | | |God on Manipuri New Year’s Day (Cheiraoba). | | | | | | | |23. |Knoxia roxburghii (Spreng. )|Yachubi | |Practiced by different| | |M. A. Rau (Rubiaceae) [2] | |Leaves are chewed by the children to color their teeth |ethnic groups of | | | | |(greenish/brownish). |people of the state | | |Mallotus philippensis | |A small evergreen tree grows wild throughout the valley. | |24. |Muell-Arg (Euphorbiaceae) |Ureirom laba |A crimson red dye is obtained from the fruits. The sun |Used for dyeing silk | | |[1]. | |dried fruits are soaked in cold water to extract the dye. |fabrics. | | | | |A large deciduous tree with very stout branches. A rare | | |25. |Melanorrhoea usitata Wall |Kheu |plant available only in Manipur along the border with |Used for dyeing and | | |(Anacardiaceae) [1]. |Myanmar. An oily blackish dye is obtained from the wood |painting. | | | | |and roots. The crushed and cut plant parts are boiled in | | | | | |water for about25 minutes and cooled down. Acidic dye | | | | | |mordants and common salts are to be added for | | | | | |concentrating the dye. | | | | |A weak, erect under shrub, very common in the hills | | |26. |Osbeckia chinensis Linn |Yachubi |surrounding Manipur Valley. A violet dye is obtained from|Used in olden days for| | |(Melastomataceae) [1]. | |the fruits. The crushed fruits are soaked in local made |coloring teeth. | | | | |wine or country liquor for best results. | | | | |A medium- sized, unarmed tree with spreading branches, | | |27. |Parkia timoriana |Yongchak |very common throughout the state. Also extensively |The filtrate is used | | |(A. DC. )Merr. (Mimosaceae) | |cultivated for the edible fruits. A reddish dye is |for dyeing all types | | |[1]. | |obtained from the stem and fruits. Pieces of stem and |of fishing nets | | | | |outer green covers of the fruits are soaked in cold water| | | | | |in earthen vessels for 24 hrs. The people of the state | | | | | |use the fruits as delicious food item during winter | | | | | |season. | | | | |A large evergreen tree common in the hills of Manipur. A | | |28. |Pasania pachyphylla (Kurz. )|Kuhi |reddish dye is obtained from the bark. Fresh bark pieces |Used for dyeing | | |Scott (Fagaceae) [1]. | |are soaked in cold water for about 48 hrs. Acidic dye |fishing nets and | | | | |mordants are added before use. cotton fabrics. | | | | |A climber with cordate, elliptic leaves, cultivated | | |29. |Piper betle Linn |Pana mana/Kwa mana|mainly in the Jiribam sub-division. A deep reddish dye is|Used for painting. | | |(Piperaceae) [1]. | |obtained by crushing the fresh leaves along with the | | | | | |seeds of Areca catechu Linn. and lime in cold water. | | | | | | | |30. |Plumbago indica Linn. |Mukaklei |Flowers are collected in large amount and its petals are |Used for dyeing fabric| | |(Plumbaginaceae) [2]. | |crushed and soaked in water. Clothes or yarn threads |and yarn. | | | | |dipped into this liquid acquire pale red color. This is | | | | | |not regularly used, since it involves collection of large| | | | | |amount of flowers. | | | | | | | | |31. |Polygonum chinense Linn. |Angom Yensil |Crushed whole plant is soaked in water for 2-3 days and |It is used as adhesive| | |(Polygonaceae) [2]. | |the liquid is used as dye. |for dark color. | | | |A reddish brown dye is obtained from the young fruits. | | |32. |Psidium guajava Linn |Pungdon |The dye is extracted by crushing the fruit in cold water. |Used for painting. | | |(Myrtaceae) [1]. | | | | | | | |A shrub with 4-angled branches, cultivated in the | | |33. |Punica granatum Linn |Kaphoi |homestead compounds in the valley areas. Pieces of the |Used for dyeing | | |(Punicaceae) [1]. | |fruit after removal of the seeds are soaked in cold water|fishing nets. | | | | |to extract the dye. | | | | | |The bark is cut into pieces and soaked in a pitcher | | |34. |Quercus dealbata (Fagaceae)|Shahi |containing water. This plant is used as a substitute for |Used for dyeing of | | |[2]. | |kuhi (Quercus spp. plant. The dye obtained from this |cloths and yarn. | | | | |plant is considered inferior to the ‘kuhi’ dye. | | | | | |A climber with quadrangular stem, grows wild in the | | |35. |Rubia cordifolia Linn |Moyum pambi |forests adjoining Myanmar. A beautiful deep pink dye is |Used for dyeing and | | |(Rubiaceae) [1]. | |obtained from the stem and roots of this plant. The dye |painting. | | | |is extracted by crushing the roots or stem in cold water. | | | | | |Acidic dye mordants are added before dyeing. | | | | | |A much branched, armed shrub, found wild in the | | |36. |Solanum ferox Linn |Khamu |wastel ands and forests. A deep chocolate colored dye is |Used only for printing| | |(Solanaceae) [1]. | |obtained from the mature fruits. The fruits are crushed |of designs and | | | | |and soaked in water for 3 hrs. An equal volume of the |patterns on cotton | | | | |juice extracted from Achyranthes aspera Linn. (Local name|and silk fabrics. | | | | |– Khujum pere) is added to the fruit extract. After | | | | | |adding alkalies, the extract is concentrated by boiling. | | | | |A glabrous shrub often cultivated for the dye in the | | |37. |Strobilanthes cusia (Nees) |Kum |Manipur valley. Brilliant blue and black dyes are |Dyes extracted are | | |Imlay syn. S. | |obtained from the leaves and stem of this plant. Both |most popularly used | | |flaccidifolius Nees | |fresh and dry plant parts can be used for the extraction. |for dyeing of costly | | |(Acanthaceae) [1]. |According to the choice of |loin clothes(locally | | | | |color, the dye is extracted by different methods such as |known as Phanek Mayek | | | | |crushing with water, by fermentation or by boiling. For |Naiba(Kumjingbi, Kum | | | | |extracting blue dye, the fresh leaves are soaked in cold |luppi and Higok | | | | |water for 3 days in airtight earthen vessels. The dye is |kumballei)) of the | | | | |then concentrated by boiling after the addition of common|womenfolk of the | | | | |salts. For black dye, air dried leaves are pounded in a |state. | | | | |mortar and then fermented in airtight earthen vessels for| | | | | |3 days. After adding dye mordants, the extract is | | | | | |concentrated by boiling. | | | | | |An annual, cultivated throughout the state for the | | |38. |Tagetes patula Linn |Sanarei |variously colored flowers. The dye is generally extracted|Used in painting. | | |(Asteraceae) [1]. | |from the dried flowers. The color of the dye depends upon| | | | | |the color of the flowers but generally yellow and golden | | | | | |yellow dyes are extracted. | | | | | |A large tree found in the forests along the border with | | |39. |Tectona grandis Linn. F. |Chingshu |Myanmar, sometimes cultivated. A maroon colored dye is |Used for painting. | | |(Verbenaceae) [1]. |obtained from the leaves while a deep brownish color is | | | | | |obtained from the barks. Either the bark or leaves are | | | | | |first crushed and then soaked in water for 2 hrs. After | | | | | |adding acids or alkalies, the dye is concentrated by | | | | | |boiling. | | | | |A large deciduous tree, grows wild in the Barak Drainage | | |40. |Terminalia citrine Roxb. Ex|Manahee |forest, sometimes cultivated. A blackish dye is obtained |Used for dyeing and | | |Flem (Combretaceae) [1]. | |from the bark. The dye is extracted just by soaking or |painting. | | | | |boiling the bark in water. | | | | | |An quatic perennial herb. Common in marshy areas and | | |41. |Zizania caduciflora |Ishing Kambong |lakes. A black dye is obtained from the culms infected by|Used for dyeing and | | |Hand. -Mazz (Poaceae) [1]. | |a fungus, Melanopsichium |painting. | | | | |esculentum P. Hen. The dye is extracted in cold water. | | Besides the above mentioned 41 species, there are several other plants such as Cascabela thevetia (Linn. Lippold (Local name-Utonglei), Datura stramonium Linn. (Local name-Sangoidak amuba), Impatiens balsamina Linn. (Local name-Khujang), Indigofera tinctoria Linn. (Local name-Neem macha), Ipomoea quamoclit Linn. (Local name-Nunggarei angangba), Nelumbo nucifera Gaertn. (Local name-Thambal) and Nymphaea pubescens Willd. (Local name-Tharo) which are used for the extraction of dyes [1]. 2. Plants used as source of Alkaline Dye Mordants The people of the state also use several plants species as mordant for dyes. These alkaline dye mordants are extracted from the fresh plants or from the ashes of the plant after burning. The ashes are added to water and then filtered. The filtrate is used as alkaline dye mordants. Some of the plants, which are used as alkaline dye mordants, are: Table 2 | Name of the plant |Family |Local Name | | | |Khujum pere | |Achyranthes aspera Linn [1]. Amaranthaceae | | | |Araceae |Hongu | |Alocasia macrorrhiza Schott [1]. | | | | |Zingiberaceae |Pullei | |Alpinia nigra (Gaertn. ) Burtt [1]. | | | |Asteraceae |Uchi sumbal | |Eclipta prostrata Linn [1]. | | | | |Moraceae |Ashi heibong | |Ficus hispida Linn. f. 1] | | | | |Zingiberaceae |Ingenllei | |Hedychium marginatum C. B. Cl [1]. | | | | |Zingiberaceae |Loklei | |Hedychium stenopetalum Lodd [1]. | | | |Musaceae |Laphu | |Musa paradisiaca Linn [1]. | | | | |Solanaceae |Hidak mana | |Nicotiana tabacum Linn [1]. | | | |Papilionaceae |Hawai tharak | |Pisum sativum Linn [1]. | | | 3. Plants used as source of Acidic Dye M ordants Several acidic fruits have also been used a sources of acidic dye mordants. The choice of fruit depends upon the colour of the dye. Some of the commonly used acidic fruits are: Table 3 |Name of the plant |Family |Local Name | | |Bromeliaceae |Kihom | |Ananas comosus (Linn. )Merr [1]. | | | |Averrhoa carambola Linn [1]. Averrhoaceae |Heinoujom | | |Rutaceae |Heiribob | |Citrus latipes (Swingle) Tanaka [1] | | | | |Rutaceae |Champra | |Citrus limon (Linn. ) Burm. . [1] | | | | |Rutaceae |Heijang | |Citrus medica Linn [1]. | | | | |Euphorbiaceae |Heigru | |Emblica officinalis Gaertn [1]. | | | |Clusiaceae |Heibung | |Garcinia pedunculata Roxb [1]. | | | | |Anacardiaceae |Heinou | |Mangifera indica Linn [1]. | | | |Anacardiaceae |Heimang | |Rhus hookeri Sahni Bahadur [1] | | | Table 4: Different plants give different shades of color. Ten species are mainly used as main dye | S. No. |Plant |Colour | | |Bixa orellana Linn. Red | |1 | | | | |Carthamus tinctorius Linn. |Pink | |2 | | | |3 |Clerodendrum odoratum D. Don |Green | | |Curcuma domestica Valeton |Yellow | |4 | | | | |Knoxia roxburghii (Spreng. M. A. Rau |Green | |5 | | | | |Parkia roxburghii G. Don |Brown | |6 | | | | |Pasania pachyphylla |Dark Brown, Black | |7 | | | | |Plumbago indica Linn. Red | |8 | | | | |Quercus dealbata |Brown | |9 | | | |Strobilanthes flaccidifolius Nees |Black | |10 | | | | |Tectona grandis Linn. f. |Red | |11 | | | CONCLUSION From the above account, it can be observed that people of Manipur, still extensively use dyes extracted from plants for dyeing of their handloom products. Some of these dyes are also used in fine arts. So far no systematic investigation was carried out to catalog all the dye yielding plants of the state. The specialty of these locally extracted plant dyes is that the synthetic dyes cannot match the particular hue and chroma of these dyes. The people of Manipur can produce these dyes in large scale, commercially by opening factories and can compete with chemical dyes, which are harmful from environmental point of view. To create awareness of availability and promotion of fabrics items created with natural dyes, suitable promotion and publicity need to be launched. In order to revive the art and to promote the use of natural dyes, it is essential that research and development work on such dyes be placed on an organized footing. It can, thus, be concluded that the study will serve as a source for socio-environmental development of the people of Manipur in particular and for the Nation in general. REFERENCES . H Manoranjan Sharma et all (A Radhapyari Devi and B Manihar Sharma), Indian Journal of Traditional Knowledge, Vol. 4(1), January 2005, 42 2. G Akimpou et all (K Rongmei and P S Yadava), Indian Journal of Traditional Knowledge, Vol. 4(1), January 2005, 34 3. Lunalisa Potsangbam et all (Swapana Ningombam Warjeet S Laitonjam), Indian Journal of Traditional Knowledge, Vol. 7(1), January 2008, 142 4. http://www. manipuronline. in/Profile/Geography/ (accessed on 2nd December 2010) Traditional Dye Plants of Manipur Essay Example Traditional Dye Plants of Manipur Essay TraditionalSanjeev Rana Knitwear Department, National Institute of Fashion Technology Abstract Manipur is one of the richest states in plant biodiversity in the North Eastern states of India. Different ethnic groups, residing in Manipur before the introduction of the chemical dyes into the state, used the dyes extracted from the plants. Women in Manipur practice dyeing using varieties of plant leaves, flowers and tree barks. The natural dyes were obtained from plants and have been used by weavers for imparting different shades of color to different clothes, bamboo baskets, flowerpots, fishing nets, etc. There are more than 50 plants species in Manipur, which are used as dyes right from ancient times, before chemical dyes were introduced in the state. This review is an attempt to describe the dyes extracted from plants by the Meitei Community of Manipur. The traditional methods of extraction as well as the plant parts used in the extraction have also been mentioned briefly. These locally extracted dyes are still used for dyeing of handloom products of the state, which are famous all over the world for their indigenous designs and quality. MANIPUR Manipur is one of the state of the eight sister states of northeast India. The state capital of Manipur is Imphal. The state lies at latitude of 23Â °83’N 25Â °68’N and longitude of 93Â °03’E 94Â °78’E. The total area covered by the state is 22327 sq. km and the total population of the state is 22,93,896 [4]. The state is bounded by Nagaland in the North, Mizoram in the South, Assam in the west, and by the borders of the country Myanmar in the east. The state has its own emblem, bird and animal. The State Emblem is Kangla Sha. We will write a custom essay sample on Traditional Dye Plants of Manipur specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Traditional Dye Plants of Manipur specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Traditional Dye Plants of Manipur specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The State Bird is Nongin and the State Animal is Sangai [4]. [pic] Fig. 1. Location map of Manipur 1. Dye Yielding Plants The process of dyeing was started during the reign of King Taothing-Mang (264- 364 AD). The system of dyeing progressed during the reign of King Yanglao Keiphaba (969-984 AD), who introduced the beautiful textile Hij Mayek (later known as Hijam mayek) colourfully dyed, and worn by the women folk of Manipur. Some plants, which were used by the people of Manipur for dyeing are: Table 1 |S. No. Scientific name |Local name |Description |Use | | | | |A middle-sized tree with brown bark. It is a rare plant | | |1. |Acacia catechu Wild |Kabokhajee |occurring wild along the border with Myanmar. A fast |Preparation of local | | |(Mimosaceae) [1]. | |reddish black dye is obtained from the heartwood of the |inks and dyeing cotton| | | | |plant by boiling in water. Small chips of the heartwood |fabrics. | | | | |are boiled in water for about one hour. Then the dye is | | | | | |concentrated by evaporation in iron vessels. | | | | | | |Used as adhesive for | |2. |Achyranthes aspera Linn. |Khujumpere |Whole plant is first ried, burnt to ashes and is mixed |various colors and | | |(Amaranthaceae) [2]. | |with water. This dye is |making the color | | | | | |brighter. | | | | |A middle-sized evergreen tree found wild in Tamenglong | | |3. |Amoora spectabilis Miq. |Oongang |district. As the local name suggests, a pale scarlet |Used for dyeing cotton| | |(Meliaceae) [1]. | |color is obtained from the hardwood by boiling in water. |fabrics. | | | | |Acids and alkalies are added before use. | | | | | |A slender tall palm with annulated stems. Commonly | | |4. |Areca catechu Linn |Kwa pambi |cultivated in the Jiribam sub-division. A copper red dye |Used for Painting | | |(Arecaceae) [1]. | |is obtained from the nuts. The crushed nuts are mixed | | | | | |with water and allowed to stand for a few hours. On | | | | | |adding lime, a copper red dye is obtained. | | | | | | | | |5. Averrhoea carambela Linn. |Rupuan thai | |Used as a good | | |(Oxalidaceae) [2] | |Mature fruits are taken and its juice is squeezed into |adhesive to the | | | | |the water containing tub. |Ureirom (Bixa | | | | | |orellana) dye. | | | | | | | | | |A wild, glabrous twinning herb of common occurrence. A | | |6. |Basella alba Linn |Uroksumbal |deep purple color is obtained from the ripe fruits of |Used for dyeing | | |(Basellaceae) [1]. | |this plant. Different colors can also be obtained from |fabrics and in | | | | |the leaves and stems. The dye is generally extracted with|painting. | | | | |water. | | | | | |A moderately sized deciduous tree, commonly found in the | | |7. |Bauhinia purpurea Linn |Chingthrao |Manipur Valley, sometimes cultivated for the beautiful |Used for Painting | | |(Caesalpiniaceae) [1]. |angangba |flowers. A rose-purple dye is obtained from the fresh | | | | | |flowers. The fresh petals are directly applied on the | | | | | |cloth or surface to be colored. | | | | | |A shrub of very rare occurrence. Grows wild in Ukhrul | | |8. |Berberis manipurana Ahr |Oonapu |district. As the local name suggests, a beautiful yellow |Used for dyeing | | |(Berberidaceae) [1]. |dye is obtained from the stem and roots by boiling in |mulberry silk | | | | |water. Acids and alkalis can be added for concentrating |fabrics(locally known | | | | |the dye. |as Kabrang). | | | | | | | |9. |Bixa orellana Linn |Ureirom |A small evergreen tree, commonly cultivated in the |Used for dyeing | | |(Bixaceae) [1]. |homestead compounds. A pale red dye is obtained from the |locally made cotton | | | | |arils of the seed. The seeds are soaked in cold water to |towels and | | | | |extract the dye. |loin-clothes and also | | | | | |in painting. | | | | |A branched annual herb, commonly cultivated during the | | |10. Carthamus tinctorius Linn |Kushum lei |summer season. Either a golden yel low dye (locally known |Used for dyeing of | | |(Asteraceae)[1]. | |as Sana Phige Machu) or a pink red dye can be extracted |cotton and silk | | | | |from the flowers using different extraction techniques. |clothes and also in | | | | |The fresh petals are wrapped with the leaves of |painting | | | | |Stachyphrynium imbricatum (Roxb. K. Schum. (Local | | | | | |name-Leihoura) and then allowed to ferment for a few | | | | | |days. The fermented petals are mixed with water and | | | | | |filtered. The yellow dye so obtained is concentrated by | | | | | |boiling. Addition of common salts results in a golden | | | | | |yellow dye, while a pink red dye can be obtained by | | | | | |adding alkalies obtained from the ashes of Achyranthes | | | | | |aspera Linn. (Local name-Khujum pere). The flowers are | | | | | |offered to God on Manipuri New Year’s Day (Cheiraoba). | | | | | | | |11. |Celosia argentea Linn |Haorei angangba |An erect glabrous annual, commonly cultivated in the |Used for painting. | | |(Amaranthaceae) [1]. | |gardens throughout the state. A pink red dye is obtained | | | | | |from the flowers. | | | | | |An annual climber, commonly cultivated for the flowers in| | |12. Clitoria ternatea Linn |Aprajita |the Manipur Valley. A blue dye is obtained from the dried|Used only for | | |(Papilionaceae) [1]. | |flowers. The dried petals are powdered and then mixed |painting. | | | | |with cold water. The mixture is allowed to stand for 3-4 | | | | | |hr and filtered. | | | | | |A glabrous shrub of common occurrence in wastelands and | | |13. Clerodendrum bracteatum |Kuthap |river banks throughout the state. A pale green dye is |Used for painting. | | |Wall. Ex Walp. | |obtained from the leaves. The fresh leaves are crushed | | | |(Verbenaceae) [1]. | |and boiled in water until the dye is fairly concentrated. | | | | | |After cooling, acidic dye mordants are added before use. | | | | |A middle sized deciduous tree, grows wild in Tamenglong | | |14. |Cordia grandis Forst |Lamuk |district. A black dye is obtained from the fruit and bark|Used for painting. | | |(Boraginaceae) [1]. | |of this plant. The dye is extracted in cold water. | | | | | |An annual with rhizomatous underground stem, cultivated | | |15. Curcuma domestica Valeton |Yaingang |throughout the state. A golden yellow dye is obtained |Used for dyeing and | | |(Zingiberaceae) [1]. | |from the underground rhizomes. The dye can be extracted |painting. | | | | |either in hot or cold water containing ashes extracted by| | | | | |burning Zanthoxylum acanth opodium DC. (Local name- | | | | | |Mukthrubi). By adding lime water or alkalies, a brick red| | | | | |dye could also be obtained. | | | | | |A leafless, twinning parasite, commonly found in the | | |16. |Cuscuta reflexa Roxb |Uri napu |Manipur Valley. A yellow dye from the whole plant by |Used for dyeing of | | |(Cuscutaceae) [1]. | |crushing in cold water. cotton clothes and in | | | | | |painting. | | | | |A tall tree of common occurrence along the Indo- Myanmar | | |17. |Dipterocarpus turbinatus |Yangou |border at Moreh and Lokchao. A whitish dye is obtained |Used for painting. | | |Gaertn. f. | |from the wood by boiling in water. The same dye could | | | |(Dipterocarpaceae) [1]. |also be obtained from the sap of the plant. | | | | | |A small deciduous tree, very common in the hills of | | |18. |Emblica officinalis Gaertn |Heigru |Manipur. A reddish black dye is obtained from the bark |Used for dyeing of | | |(Euphorbiaceae) [1]. | |and fruits. The dye is extracted by crushing the bark or |fishing nets. | | | | |fruits in col d water and allowed to stand for 48 hrs. The| | | | | |dye is concentrated by boiling and adding common salt. | | | | | |A deciduous tree with strong incurved prickles, common in| | |19. |Erythrina stricta Roxb |Kurao angangba |the Manipur valley and sometimes planted in the homestead|Used for painting. | | |(Papilionaceae) [1]. | |compounds. A coral red dye is obtained from the dried | | | | | |flowers. The dried and powdered flowers are added to | | | | | |sufficient amount of cold water and allowed to stand for | | | | | |a few hours. Slake lime and common salts are added as | | | | | |mordants | | | | | | | | |20. Garcinia xanthochymus |Puangthai |Fruits are cut into pieces and soaked in water or cut |Used as adhesive to | | |Hook. f. | |pieces are taken in a clean piece of cloth and squeezed |different dyes. | | |(Guttiferae/Clusiaceae) [2]| |into the water. The prepared liquid is | | | | | |A large shrub, commonly cultivated in the gardens | | |21. |Hibiscus rosa-sinensis Linn|Juba kushum |throughout the state. A red dye obtained from the fresh |Used for painting | | |(Malvaceae) [1]. | |flowers. The petals are is directly applied to the | | | | | |surface to be colored. In ancient times, the petals were | | | | | |rubbed on the pages of hand written books to protect them| | | | | |from insects. | | | | |A large clumped herb, grows wild in marshy places | | |22. |Iris bakeri Wall |Kombirei |particularly at Lamphel. A deep blue color is obtained |Used for painting. | | |(Iridaceae) [1]. | |from the dried flowers. The flowers are also offered to | | | | | |God on Manipuri New Year’s Day (Cheiraoba). | | | | | | | |23. |Knoxia roxburghii (Spreng. )|Yachubi | |Practiced by different| | |M. A. Rau (Rubiaceae) [2] | |Leaves are chewed by the children to color their teeth |ethnic groups of | | | | |(greenish/brownish). |people of the state | | |Mallotus philippensis | |A small evergreen tree grows wild throughout the valley. | |24. |Muell-Arg (Euphorbiaceae) |Ureirom laba |A crimson red dye is obtained from the fruits. The sun |Used for dyeing silk | | |[1]. | |dried fruits are soaked in cold water to extract the dye. |fabrics. | | | | |A large deciduous tree with very stout branches. A rare | | |25. |Melanorrhoea usitata Wall |Kheu |plant available only in Manipur along the border with |Used for dyeing and | | |(Anacardiaceae) [1]. |Myanmar. An oily blackish dye is obtained from the wood |painting. | | | | |and roots. The crushed and cut plant parts are boiled in | | | | | |water for about25 minutes and cooled down. Acidic dye | | | | | |mordants and common salts are to be added for | | | | | |concentrating the dye. | | | | |A weak, erect under shrub, very common in the hills | | |26. |Osbeckia chinensis Linn |Yachubi |surrounding Manipur Valley. A violet dye is obtained from|Used in olden days for| | |(Melastomataceae) [1]. | |the fruits. The crushed fruits are soaked in local made |coloring teeth. | | | | |wine or country liquor for best results. | | | | |A medium- sized, unarmed tree with spreading branches, | | |27. |Parkia timoriana |Yongchak |very common throughout the state. Also extensively |The filtrate is used | | |(A. DC. )Merr. (Mimosaceae) | |cultivated for the edible fruits. A reddish dye is |for dyeing all types | | |[1]. | |obtained from the stem and fruits. Pieces of stem and |of fishing nets | | | | |outer green covers of the fruits are soaked in cold water| | | | | |in earthen vessels for 24 hrs. The people of the state | | | | | |use the fruits as delicious food item during winter | | | | | |season. | | | | |A large evergreen tree common in the hills of Manipur. A | | |28. |Pasania pachyphylla (Kurz. )|Kuhi |reddish dye is obtained from the bark. Fresh bark pieces |Used for dyeing | | |Scott (Fagaceae) [1]. | |are soaked in cold water for about 48 hrs. Acidic dye |fishing nets and | | | | |mordants are added before use. cotton fabrics. | | | | |A climber with cordate, elliptic leaves, cultivated | | |29. |Piper betle Linn |Pana mana/Kwa mana|mainly in the Jiribam sub-division. A deep reddish dye is|Used for painting. | | |(Piperaceae) [1]. | |obtained by crushing the fresh leaves along with the | | | | | |seeds of Areca catechu Linn. and lime in cold water. | | | | | | | |30. |Plumbago indica Linn. |Mukaklei |Flowers are collected in large amount and its petals are |Used for dyeing fabric| | |(Plumbaginaceae) [2]. | |crushed and soaked in water. Clothes or yarn threads |and yarn. | | | | |dipped into this liquid acquire pale red color. This is | | | | | |not regularly used, since it involves collection of large| | | | | |amount of flowers. | | | | | | | | |31. |Polygonum chinense Linn. |Angom Yensil |Crushed whole plant is soaked in water for 2-3 days and |It is used as adhesive| | |(Polygonaceae) [2]. | |the liquid is used as dye. |for dark color. | | | |A reddish brown dye is obtained from the young fruits. | | |32. |Psidium guajava Linn |Pungdon |The dye is extracted by crushing the fruit in cold water. |Used for painting. | | |(Myrtaceae) [1]. | | | | | | | |A shrub with 4-angled branches, cultivated in the | | |33. |Punica granatum Linn |Kaphoi |homestead compounds in the valley areas. Pieces of the |Used for dyeing | | |(Punicaceae) [1]. | |fruit after removal of the seeds are soaked in cold water|fishing nets. | | | | |to extract the dye. | | | | | |The bark is cut into pieces and soaked in a pitcher | | |34. |Quercus dealbata (Fagaceae)|Shahi |containing water. This plant is used as a substitute for |Used for dyeing of | | |[2]. | |kuhi (Quercus spp. plant. The dye obtained from this |cloths and yarn. | | | | |plant is considered inferior to the ‘kuhi’ dye. | | | | | |A climber with quadrangular stem, grows wild in the | | |35. |Rubia cordifolia Linn |Moyum pambi |forests adjoining Myanmar. A beautiful deep pink dye is |Used for dyeing and | | |(Rubiaceae) [1]. | |obtained from the stem and roots of this plant. The dye |painting. | | | |is extracted by crushing the roots or stem in cold water. | | | | | |Acidic dye mordants are added before dyeing. | | | | | |A much branched, armed shrub, found wild in the | | |36. |Solanum ferox Linn |Khamu |wastel ands and forests. A deep chocolate colored dye is |Used only for printing| | |(Solanaceae) [1]. | |obtained from the mature fruits. The fruits are crushed |of designs and | | | | |and soaked in water for 3 hrs. An equal volume of the |patterns on cotton | | | | |juice extracted from Achyranthes aspera Linn. (Local name|and silk fabrics. | | | | |– Khujum pere) is added to the fruit extract. After | | | | | |adding alkalies, the extract is concentrated by boiling. | | | | |A glabrous shrub often cultivated for the dye in the | | |37. |Strobilanthes cusia (Nees) |Kum |Manipur valley. Brilliant blue and black dyes are |Dyes extracted are | | |Imlay syn. S. | |obtained from the leaves and stem of this plant. Both |most popularly used | | |flaccidifolius Nees | |fresh and dry plant parts can be used for the extraction. |for dyeing of costly | | |(Acanthaceae) [1]. |According to the choice of |loin clothes(locally | | | | |color, the dye is extracted by different methods such as |known as Phanek Mayek | | | | |crushing with water, by fermentation or by boiling. For |Naiba(Kumjingbi, Kum | | | | |extracting blue dye, the fresh leaves are soaked in cold |luppi and Higok | | | | |water for 3 days in airtight earthen vessels. The dye is |kumballei)) of the | | | | |then concentrated by boiling after the addition of common|womenfolk of the | | | | |salts. For black dye, air dried leaves are pounded in a |state. | | | | |mortar and then fermented in airtight earthen vessels for| | | | | |3 days. After adding dye mordants, the extract is | | | | | |concentrated by boiling. | | | | | |An annual, cultivated throughout the state for the | | |38. |Tagetes patula Linn |Sanarei |variously colored flowers. The dye is generally extracted|Used in painting. | | |(Asteraceae) [1]. | |from the dried flowers. The color of the dye depends upon| | | | | |the color of the flowers but generally yellow and golden | | | | | |yellow dyes are extracted. | | | | | |A large tree found in the forests along the border with | | |39. |Tectona grandis Linn. F. |Chingshu |Myanmar, sometimes cultivated. A maroon colored dye is |Used for painting. | | |(Verbenaceae) [1]. |obtained from the leaves while a deep brownish color is | | | | | |obtained from the barks. Either the bark or leaves are | | | | | |first crushed and then soaked in water for 2 hrs. After | | | | | |adding acids or alkalies, the dye is concentrated by | | | | | |boiling. | | | | |A large deciduous tree, grows wild in the Barak Drainage | | |40. |Terminalia citrine Roxb. Ex|Manahee |forest, sometimes cultivated. A blackish dye is obtained |Used for dyeing and | | |Flem (Combretaceae) [1]. | |from the bark. The dye is extracted just by soaking or |painting. | | | | |boiling the bark in water. | | | | | |An quatic perennial herb. Common in marshy areas and | | |41. |Zizania caduciflora |Ishing Kambong |lakes. A black dye is obtained from the culms infected by|Used for dyeing and | | |Hand. -Mazz (Poaceae) [1]. | |a fungus, Melanopsichium |painting. | | | | |esculentum P. Hen. The dye is extracted in cold water. | | Besides the above mentioned 41 species, there are several other plants such as Cascabela thevetia (Linn. Lippold (Local name-Utonglei), Datura stramonium Linn. (Local name-Sangoidak amuba), Impatiens balsamina Linn. (Local name-Khujang), Indigofera tinctoria Linn. (Local name-Neem macha), Ipomoea quamoclit Linn. (Local name-Nunggarei angangba), Nelumbo nucifera Gaertn. (Local name-Thambal) and Nymphaea pubescens Willd. (Local name-Tharo) which are used for the extraction of dyes [1]. 2. Plants used as source of Alkaline Dye Mordants The people of the state also use several plants species as mordant for dyes. These alkaline dye mordants are extracted from the fresh plants or from the ashes of the plant after burning. The ashes are added to water and then filtered. The filtrate is used as alkaline dye mordants. Some of the plants, which are used as alkaline dye mordants, are: Table 2 | Name of the plant |Family |Local Name | | | |Khujum pere | |Achyranthes aspera Linn [1]. Amaranthaceae | | | |Araceae |Hongu | |Alocasia macrorrhiza Schott [1]. | | | | |Zingiberaceae |Pullei | |Alpinia nigra (Gaertn. ) Burtt [1]. | | | |Asteraceae |Uchi sumbal | |Eclipta prostrata Linn [1]. | | | | |Moraceae |Ashi heibong | |Ficus hispida Linn. f. 1] | | | | |Zingiberaceae |Ingenllei | |Hedychium marginatum C. B. Cl [1]. | | | | |Zingiberaceae |Loklei | |Hedychium stenopetalum Lodd [1]. | | | |Musaceae |Laphu | |Musa paradisiaca Linn [1]. | | | | |Solanaceae |Hidak mana | |Nicotiana tabacum Linn [1]. | | | |Papilionaceae |Hawai tharak | |Pisum sativum Linn [1]. | | | 3. Plants used as source of Acidic Dye M ordants Several acidic fruits have also been used a sources of acidic dye mordants. The choice of fruit depends upon the colour of the dye. Some of the commonly used acidic fruits are: Table 3 |Name of the plant |Family |Local Name | | |Bromeliaceae |Kihom | |Ananas comosus (Linn. )Merr [1]. | | | |Averrhoa carambola Linn [1]. Averrhoaceae |Heinoujom | | |Rutaceae |Heiribob | |Citrus latipes (Swingle) Tanaka [1] | | | | |Rutaceae |Champra | |Citrus limon (Linn. ) Burm. . [1] | | | | |Rutaceae |Heijang | |Citrus medica Linn [1]. | | | | |Euphorbiaceae |Heigru | |Emblica officinalis Gaertn [1]. | | | |Clusiaceae |Heibung | |Garcinia pedunculata Roxb [1]. | | | | |Anacardiaceae |Heinou | |Mangifera indica Linn [1]. | | | |Anacardiaceae |Heimang | |Rhus hookeri Sahni Bahadur [1] | | | Table 4: Different plants give different shades of color. Ten species are mainly used as main dye | S. No. |Plant |Colour | | |Bixa orellana Linn. Red | |1 | | | | |Carthamus tinctorius Linn. |Pink | |2 | | | |3 |Clerodendrum odoratum D. Don |Green | | |Curcuma domestica Valeton |Yellow | |4 | | | | |Knoxia roxburghii (Spreng. M. A. Rau |Green | |5 | | | | |Parkia roxburghii G. Don |Brown | |6 | | | | |Pasania pachyphylla |Dark Brown, Black | |7 | | | | |Plumbago indica Linn. Red | |8 | | | | |Quercus dealbata |Brown | |9 | | | |Strobilanthes flaccidifolius Nees |Black | |10 | | | | |Tectona grandis Linn. f. |Red | |11 | | | CONCLUSION From the above account, it can be observed that people of Manipur, still extensively use dyes extracted from plants for dyeing of their handloom products. Some of these dyes are also used in fine arts. So far no systematic investigation was carried out to catalog all the dye yielding plants of the state. The specialty of these locally extracted plant dyes is that the synthetic dyes cannot match the particular hue and chroma of these dyes. The people of Manipur can produce these dyes in large scale, commercially by opening factories and can compete with chemical dyes, which are harmful from environmental point of view. To create awareness of availability and promotion of fabrics items created with natural dyes, suitable promotion and publicity need to be launched. In order to revive the art and to promote the use of natural dyes, it is essential that research and development work on such dyes be placed on an organized footing. It can, thus, be concluded that the study will serve as a source for socio-environmental development of the people of Manipur in particular and for the Nation in general. REFERENCES . H Manoranjan Sharma et all (A Radhapyari Devi and B Manihar Sharma), Indian Journal of Traditional Knowledge, Vol. 4(1), January 2005, 42 2. G Akimpou et all (K Rongmei and P S Yadava), Indian Journal of Traditional Knowledge, Vol. 4(1), January 2005, 34 3. Lunalisa Potsangbam et all (Swapana Ningombam Warjeet S Laitonjam), Indian Journal of Traditional Knowledge, Vol. 7(1), January 2008, 142 4. http://www. manipuronline. in/Profile/Geography/ (accessed on 2nd December 2010)

Apa Crossword Puzzle Essays

Apa Crossword Puzzle Essays Apa Crossword Puzzle Essay Apa Crossword Puzzle Essay Does It really have to be that detailed and long to explain one simple word? When did education actually begun or developed? Some of you may say what do you mean by that? Well, every day, every hour, every minute and every second we are learning. It can be from knowing how to open your eyes for the first time. It could be the knowledge of how to cook for the first time. Or even down to knowing how to change the television channel. Education Is all around us. But some people are either not taking advantage of It or Just dont have the opportunity to receive It. Statistics showed that over the sat 20th century, people are more likely to graduate from high school more than the past generation before. The way the economy is changing; having education is one of the top requirements in order to receive a chance for a Job. Most high end Jobs will require you to have a college educated level. Its funny how our youth today are graduating more from college, but at the same time our youth Is falling or dropping out of high school Is Increasing. Why are the static that way? What Is Interfering with our youth that is causing them to lose the chance of a lifetime? We need to in courage our youth to achieve and make a better life for themselves. Education can be explained in so many ways, that I sometime catch myself off track! Education has affected our poverty. Thats right; education can affect poverty but how? The home background of individuals Is one of the most Important factors that contribute to the educational outcomes. In some countries education Is not that important or accessible. Some households or countries cannot afford it financially. The higher the costs of schools are the less it is available to the poor. The more rope outs the more we have children and adults either on the street or in Jail. Statistics show that the average drop is the lack of funds in the household. What is there for a child to do without an educational background? There arena that many sass out tenure Tanat would accept anyone walkout a college degree, let alone a Nell school diploma. So, therefore they are selling drugs or in Jail. Just two years ago in Washington, DC, 18,200 students dropped out in the metropolitan area for the Class 2008. In Philadelphia, PA, an estimate of 16,400 dropped out of school for the Class 2008. Alliance for Excellent Education. (2010, January 12). Now if those numbers were reduced Just in half, there would be an increase in a lot of things. There would be more sales for consumer products, cars, and houses. More things would be bought because people are getting Jobs and making money. They are receiving these Jobs due to them having an educational background. When having a higher level of education it can be beneficent for you, your family and your pockets. For an example: a person with an executive Job will bring in more income than a person working as a garbage pickup person. Thats because the person with the executive Job has a higher educational background. This person is able to bring in more income, which allows them to sit back and enjoy the fruits of labor they say! Now, please tell me you would love to do that one of these days? You could if you were able to afford the education. In our grandparents generation, that chance to receive that education were very low. But today our odds are high but yet there arent that many people taking advantage of that opportunity. You should want to better yourself. Be able to buy a nice car or house before your lifetime.

Imperialism Definition and Historical Perspective

Imperialism Definition and Historical Perspective Imperialism, sometimes called empire building, is the policy of a nation to forcefully impose its rule or authority over other nations. Typically involving the unprovoked use of military force, imperialism has historically been viewed as morally unacceptable. As a result, accusations of imperialism- whether factual or not- are often used in propaganda denouncing a nation’s foreign policy. Key Takeaways Imperialism is the expansion of a nation’s authority over other nations through the acquisition of land or the imposition of economic and political domination.The Age of Imperialism is typified by the colonization of the Americas between the 15th and 19th centuries, as well as the expansion of the United States, Japan, and the European powers during the late 19th and early 20th centuries.Throughout history, many indigenous societies and cultures have been destroyed by imperialistic expansion. While the colonization of the Americas between the 15th and 19th centuries differed in nature from the expansion of the United States, Japan, and the European powers during the late 19th and early 20th centuries, both periods are examples of imperialism. Imperialism has evolved since the struggles between prehistoric clans for scarce food and resources, but it has retained its bloody roots. Throughout history, many cultures suffered under the domination of their imperialist conquerors, with many indigenous societies being unintentionally or deliberately destroyed. Imperialism Definition and Theory A broader definition of imperialism is the extension or expansion- usually by the use of military force- of a nation’s authority or rule over territories not currently under its control. This is accomplished through the direct acquisition of land or economic and political domination. Certainly, empires do not undertake the expenses and dangers of imperialistic expansion without what their leaders consider ample justification. Throughout recorded history, imperialism has been justified or at least rationalized under one or more of five general theories. Conservative Economic Theory The better-developed nation sees imperialism as a way to maintain its already successful economy and stable social order. By securing new captive markets for its exported goods, the dominant nation is able to maintain its employment rate, and redirect any social disputes of its urban populations into its colonial territories. Historically, this rationale embodied an assumption of ideological and racial superiority within the dominant nation. Liberal Economic Theory Growing wealth and capitalism in the dominant nation results in the production of more goods than its population can consume. Its leaders see imperialist expansion as a way to reduce its expenses while increasing its profits by balancing production and consumption. Rather than imperialism, the wealthier nation sometimes chooses to solve its under-consumption problem internally through liberal legislative means, such as wage control. Marxist-Leninist Economic Theory Socialist leaders like Karl Marx and Vladimir Lenin rejected liberal legislative strategies dealing with under-consumption because they would inevitably take money away from the dominant state’s middle class. They believed such strategies would result in a world divided into wealthy and poor countries. Lenin used this theory to explain the imperialistic aspirations that led to World War I. Political Theory Imperialism is no more than an inevitable result of the wealthy nations attempt to maintain their positions in the world’s balance of power. The theory holds that the actual purpose of imperialism is to minimize the nation’s military and political vulnerability. The Warrior Class Theory Imperialism actually serves no real economic or political purpose. Instead, it is a pointless manifestation of the age-old behavior of nations whose political processes have become dominated by a â€Å"warrior† class. Originally created to satisfy an actual need for national defense, the warrior class eventually manufactures crises that can only be dealt with through imperialism in order to perpetuate its existence. The Rhodes Colossus: Caricature of Cecil John Rhodes. Edward Linley Sambourne / Public Domain Imperialism vs. Colonialism   While imperialism and colonialism both result in the political and economic domination of one nation over others, there are subtle but important differences between the two terms. In essence, colonialism is the physical practice of global expansion, while imperialism is the idea that drives the practice. In a basic cause-and-effect relationship, imperialism can be thought of as the cause, and colonialism as the effect. In its most familiar form, colonialism involves the relocation of people to the new territory to live as permanent settlers. Once established, the settlers maintain their loyalty and allegiance to their mother country while working to harness the new territory’s resources for the economic benefit of that country. In contrast, imperialism is simply the imposition of political and economic control over the conquered nation or nations, often through the use of military forces. For example, the British colonization of America during the 16th and 17th centuries evolved into imperialism when King George III stationed British troops in the colonies to enforce ever more restrictive economic and political regulations imposed on the colonists. Objections to Britain’s growingly imperialistic actions would result in the American Revolution.  Ã‚  Ã‚   The Age of Imperialism The Age of Imperialism spanned between the years 1500 and 1914. During the early 15th to the late 17th centuries, European powers such as England, Spain, France, Portugal, and Holland acquired vast colonial empires. During this period of â€Å"Old Imperialism† the European nations explored the New World seeking trade routes to the Far East and- often violently- establishing settlements in North and South America as well as in Southeast Asia. It was during this period that some of imperialism’s worst human atrocities took place. During the Spanish Conquistadors’ conquest of Central and South America in the 16th century, an estimated eight million indigenous people died in the era of imperialism’s first large-scale act of genocide.   Imperial Powers in 1898. Wikimedia Commons Based on their belief in the conservative economic theory of â€Å"Glory, God, and Gold,† the trade-motivated imperialists of the period saw colonialism purely as a source of wealth and a vehicle for religious missionary efforts. The early British Empire established its most profitable colonies in North America, the Caribbean, and India. Despite suffering a setback in the loss of its American colonies in 1776, Britain more than recovered by gaining colonies in India, Australia, and Latin America. By the end of the age of Old Imperialism in the 1840s, Great Britain had become the dominant colonial power with territorial holdings in India, South Africa, and Australia. At the same time, France controlled the Louisiana territory in North America and French New Guinea. Holland had colonized the East Indies, and Spain had colonized Central and South America. Due largely to its mighty navy’s dominance of the seas, Britain also readily accepted its role as keeper of world peace, later described as Pax Britannica or â€Å"British Peace.†Ã‚  Ã‚   The Age of New Imperialism While the European empires established footholds on the coasts of Africa and China, their influence over local leaders was limited. Not until the â€Å"Age of New Imperialism† that started in the 1870s did the European states establish their vast empires mainly in Africa, but also in Asia and the Middle East. New Imperialism and its effects on China. Henri Meyer - Bibliothà ¨que nationale de France Driven by their need to deal with the over-production- under-consumption economic consequences of the Industrial Revolution, the European nations pursued an aggressive plan of empire building.  Instead of merely setting up overseas trading settlements as they had during the 16th and 17th centuries, the new imperialists controlled the local colonial governments to their own benefit. The rapid advances in industrial production, technology, and transportation during the â€Å"Second Industrial Revolution† between 1870 and 1914 further boosted the economies of the European powers and thus their need for overseas expansion. As typified by the political theory of imperialism, the new imperialists employed policies that stressed their perceived superiority over â€Å"backward† nations. Combining the establishment of economic influence and political annexation with overwhelming military force, the European countries- highlighted by the juggernaut British Empire- proceeded to dominate most of Africa and Asia. By 1914, along with its successes in the so-called â€Å"Scramble for Africa,† the British Empire controlled the largest number of colonies worldwide, leading to the popular phrase, â€Å"The sun never sets on the British Empire.† U.S. Annexation of Hawaii One of the best recognized, if controversial, examples of American imperialism came with its 1898 annexation of the Kingdom of Hawaii as a territory. Through most of the 1800s, the U.S. government worried that Hawaii, a key mid-Pacific whaling and trade port, fertile ground for American protestant missions, and most of all, a rich new source of sugar from sugar cane production, would fall under the control of European empires. Indeed, during the 1930s both Britain and France forced Hawaii to accept exclusionary trade treaties with them. In 1842, U.S. Secretary of State Daniel Webster reached an agreement with Hawaiian agents in Washington to oppose the annexation of Hawaii by any other nation. In 1849, a treaty of friendship served as the basis of official long-term relations between the United States and Hawaii. By 1850, sugar accounted for 75% of Hawaii’s wealth. As Hawaii’s economy became increasingly dependent on the United States, a trade reciprocity treaty signed in 1875 further linked the two countries. In 1887, American growers and businessmen forced King KalÄ kaua to sign a new constitution stripping him of power and suspending the rights of many native Hawaiians. In 1893, King KalÄ kaua’s successor, Queen Lili’uokalani introduced a new constitution that restored her power and Hawaiian rights. Fearing that Lili’uokalani would impose devastating tariffs on American-produced sugar, American cane growers led by Samuel Dole plotted to depose her and seek the annexation of the islands by the United States. On January 17, 1893, sailors from the USS Boston, dispatched by U.S. President Benjamin Harrison, surrounded the Ê »Iolani Palace in Honolulu and removed Queen Lili’uokalani. U.S. Minister John Stevens was recognized as the islands’ de facto government, with Samuel Dole as president of the Provisional Government of Hawaii. In 1894, Dole sent a delegation to Washington officially seeking annexation. However, President Grover Cleveland opposed the idea and threatened to restore Queen Lili’uokalani as monarch. In response, Dole declared Hawaii an independent republic. In a rush of nationalism from the Spanish-American War, the United States, at the urging of President William McKinley, annexed Hawaii in 1898. At the same time, the native Hawaiian language was entirely banned from schools and government. In 1900, Hawaii became a U.S. territory, with Dole as its first governor. Demanding the same rights and representation of U.S. citizens in the then-48 states, native Hawaiians and non-white Hawaiian residents began to push for statehood. Nearly 60 years later, Hawaii became the 50th U.S. state on August 21, 1959. In 1987, the U.S. Congress restored Hawaiian as the state’s official language, and in 1993, President Bill Clinton signed a bill apologizing for the U.S. role in the 1893 overthrow of Queen Lili’uokalani.   The Decline of Classic Imperialism While generally profitable, imperialism, combined with nationalism, began to have negative consequences for the European empires, their colonies, and the world. By 1914, an increasing number of conflicts between the competing nations would erupt into World War I. By the 1940s, former World War I participants Germany and Japan, regaining their imperialistic power, sought to create empires across Europe and Asia, respectively. Driven by their desires to expand their nations’ spheres of world influence, Hitler in Germany and Emperor Hirohito of Japan would join forces to launch World War II. The tremendous human and economic costs of World War II greatly weakened the old empire-building nations, effectively ending the age of classic, trade-driven imperialism. Throughout the ensuing delicate peace and Cold War, decolonization proliferated. India along with several former colonial territories in Africa gained their independence from Britain. While a scaled-back version of British imperialism continued with its involvement in the Iranian coup d’à ©tat of 1953 and in Egypt during the 1956 Suez Crisis, it was the United States and the former Soviet Union that emerged from World War II as the world’s dominant superpowers. However, the ensuing Cold War from 1947 to 1991 would take a massive toll on the Soviet Union. With its economy drained, its military might a thing of the past, and its communist political structure fractured, the Soviet Union officially dissolved to emerge as the Russian Federation on December 26, 1991. As part of the dissolution agreement, the several colonial or â€Å"satellite† states of the Soviet empire were granted their independence. With the breakup of the Soviet Union, the United States emerged as the dominant global power and source of modern imperialism. Examples of Modern Imperialism No longer focused strictly on securing new trading opportunities, modern imperialism involves the expansion of corporate presence and the spreading of the dominant nation’s political ideology in a process sometimes pejoratively called â€Å"nation-building† or specifically in the case of the United States, â€Å"Americanization.† Uncle Sam Placing Spain on Notice in 1898.   Independence Seaport Museum / Public Domain As proven by the domino theory of the Cold War, powerful nations, like the United States, often attempt to block other nations from adopting political ideologies counter to their own. As a result, the United States’ failed 1961 Bay of Pigs Invasion attempt to overthrow the communist regime of Fidel Castro in Cuba, President Ronald Regan’s Reagan Doctrine intended to stop the spread of communism, and the U.S. involvement in the Vietnam War are often cited as examples of modern imperialism. Aside from the United States, other prosperous nations have employed modern- and occasionally traditional- imperialism in attempts to expand their influence. Using a combination of hyper-aggressive foreign policy and limited military intervention, countries like Saudi Arabia and China have sought to spread their global influence. In addition, smaller nations like Iran and North Korea have been aggressively building their military capabilities- including nuclear weapons- in hopes of gaining an economic and strategic advantage.   While the United States’ true colonial holdings have declined since the era of traditional imperialism, it still exerts a strong and growing economic and political influence on parts of the world. The U.S. currently retains five permanently populated traditional territories or commonwealths: Puerto Rico, Guam, the Virgin Islands, the Northern Mariana Islands, and American Samoa. All five territories elect a non-voting member to the U.S. House of Representatives. Residents of American Samoa are considered U.S. nationals, while residents of the other four territories are U.S. citizens. They are allowed to vote in primary elections for president, but they cannot vote in the general presidential election. Historically, most former U.S. territories, such as Hawaii and Alaska, eventually attained statehood. Other territories, such as the Philippines, Micronesia, the Marshall Islands, and Palau, held mainly for strategic purposes during World War II, eventually became independent countries.   Sources and Further Reference Ferraro, Vincent. Theories of Imperialism. Resources for the Study of International Relations and Foreign Policy. Mount Holyoke College.Gallaher, Carolyn, et al. (2009). Key Concepts in Political Geography. London: SAGE. ISBN 978-1-4129-4672-8.The Soviet Union and Europe after 1945. The U.S. Holocaust Memorial Museum.Annexation of Hawaii, 1898. U.S. Department of State.Stephenson, Carolyn. Nation Building Beyond Intractability: Knowledge Base. January 2005.How the World Was Won: The Americanization of Everywhere. Book Review. The Guardian.U.S. Territories. U.S. Citizenship and Immigration Services.