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Mcq Drill for Practice—Test Yourself (Answer Key at the Last)
Class Notes Class: X Topic: THE RISE OF NATIONALISM IN EUROPE CONTENTS-MCQ ,FILL UPS,TRUE OR FALSE, ASSERTION Subject: HISTORY AND REASON AND MCQ PRACTICE DRILL… FOR TERM-I/ JT/01/02/08/21 1.Who remarked “When France Sneezes, the rest of Europe catches cold”? (a) Giuseppe Mazzini (b) Metternich (c) Louis Philippe (d) Johann Gottfried Ans : (b) Metternich 2.Which country had been party of the ‘Ottoman Empire’ since the 15th century? (b) Spain (b) Greece (c) France (d) Germany Ans : (b) Greece 3.Which country became full-fledged territorial state in Europe in the year 1789? (c) Germany (b) France (c) England (d) Spain Ans : (b) France 4.When was the first clear expression of nationalism noticed in Europe? (a) 1787 (b) 1759 (c) 1789 (d) 1769 Ans : (c) 1789 5.Which of the following did the European conservatives not believe in? (d) Traditional institution of state policy (e) Strengthened monarchy (f) A return to a society of pre-revolutionary days Ans : (c) A return to a society of pre-revolutionary days 6.Name the Italian revolutionary from Genoa. (g) Metternich (b) Johann Gottfried (c) Giuseppe Mazzini (d) None of these Ans : (c) Giuseppe Mazzini 7.Which language was spoken for purposes of diplomacy in the mid 18th century in Europe? (h) German (b) English (c) French (d) Spanish Ans : (c) French 8.What was ‘Young Italy’ ? (i) Vision of Italy (b) Secret society (c) National anthem of Italy (d) None of these Ans : (b) Secret society WORKED FROM HOME 9.Treaty of Constantinople recognised .......... as an independent nation. -
Flags of Asia
Flags of Asia Item Type Book Authors McGiverin, Rolland Publisher Indiana State University Download date 27/09/2021 04:44:49 Link to Item http://hdl.handle.net/10484/12198 FLAGS OF ASIA A Bibliography MAY 2, 2017 ROLLAND MCGIVERIN Indiana State University 1 Territory ............................................................... 10 Contents Ethnic ................................................................... 11 Afghanistan ............................................................ 1 Brunei .................................................................. 11 Country .................................................................. 1 Country ................................................................ 11 Ethnic ..................................................................... 2 Cambodia ............................................................. 12 Political .................................................................. 3 Country ................................................................ 12 Armenia .................................................................. 3 Ethnic ................................................................... 13 Country .................................................................. 3 Government ......................................................... 13 Ethnic ..................................................................... 5 China .................................................................... 13 Region .................................................................. -
ISRAELI TECHNICAL ASSISTANCE to AFRICA a Thesis ,Presented In
ISRAELI TECHNICAL ASSISTANCE TO AFRICA A Thesis ,Presented in Partial Fulfill.rn.ent of the Requirements for the Degree Master of Arts }f y Elton Roger Trent, B.A. and B.S. in Ed. The Ohio State University 196L Approved by FOREWARD I became interested in the problems of underdeveloped nations .and territories in the course, Africa and the Western World in the Nineteenth and Twentieth Centuries, given by Professor Lowell Ragatz, and pursued the subject fu:".'ther in The Middle East Since 1914, taught by Professor Sydney Fisher. At the latter 1 s suggestion, I began searching for materials on Israel 1 s tech~ical assistance to Africa and became much engrossed in it. When one reads widely on this subject, several questions come to mind. Why, for example, did Israel, a small, newly inde pendent nation, offer assistance to tbs new nations and territories of Africa? On the other hand, why did such African nations accept this aid so readily? What were the reactions of the Arab nations? Of the West? Of the Sino-Soviet Bloc? Of underdeveloped nations in general? Of Israel? What will be Israel's future in "Black Africa"? Data will be presented and conclusions drawn in answer to each of these questions. November JO, 1964 Elton R. Trent ii CONTEN'l'S Page FOREWARD . ii Chapter I THE HISTORICAL B~CKGRODND . 1 II A MISSION OF GOODWILL • • . 28 III HOMA.NISM OR Jl1PERIALISM ? . 56 CONCLUSIONS •• . 81 APPENDIX . • • . 93 BIBLIOOMPHY . .. 95 if t CR<\.PTER I The Historical Background In order properly to understand present Israeli assistance to the newly-independent African states, it is necessary to trace the his torical development of the Jewish and African nations and to sketch some of the major problems encountered by each. -
Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto
Vernacular Religion in Diaspora: a Case Study of the Macedono-Bulgarian Group in Toronto By Mariana Dobreva-Mastagar A Thesis submitted to the Faculty of Trinity College and the Theological Department of the Toronto School of Theology In partial fulfilment of the requirements for the degree of Doctor of Philosophy in Theology awarded by the University of St. Michael's College © Copyright by Mariana Dobreva-Mastagar 2016 Vernacular Religion in Diaspora: a case Study of the Macedono-Bulgarian group in Toronto PhD 2016 Mariana Dobreva-Mastagar University of St.Michael’s College Abstract This study explores how the Macedono-Bulgarian and Bulgarian Eastern Orthodox churches in Toronto have attuned themselves to the immigrant community—specifically to post-1990 immigrants who, while unchurched and predominantly secular, have revived diaspora churches. This paradox raises questions about the ways that religious institutions operate in diaspora, distinct from their operations in the country of origin. This study proposes and develops the concept “institutional vernacularization” as an analytical category that facilitates assessment of how a religious institution relates to communal factors. I propose this as an alternative to secularization, which inadequately captures the diaspora dynamics. While continuing to adhere to their creeds and confessional symbols, diaspora churches shifted focus to communal agency and produced new collective and “popular” values. The community is not only a passive recipient of the spiritual gifts but is also a partner, who suggests new forms of interaction. In this sense, the diaspora church is engaged in vernacular discourse. The notion of institutional vernacularization is tested against the empirical results of field work in four Greater Toronto Area churches. -
Marcus Garvey: a Legacy Obscured by Infamy
Portland State University PDXScholar Young Historians Conference Young Historians Conference 2017 Apr 20th, 12:45 PM - 2:00 AM Marcus Garvey: A Legacy Obscured by Infamy Gabriel A. Abdellatif Riverdale High School Follow this and additional works at: https://pdxscholar.library.pdx.edu/younghistorians Part of the Ethnic Studies Commons, and the Other History Commons Let us know how access to this document benefits ou.y Abdellatif, Gabriel A., "Marcus Garvey: A Legacy Obscured by Infamy" (2017). Young Historians Conference. 19. https://pdxscholar.library.pdx.edu/younghistorians/2017/oralpres/19 This Event is brought to you for free and open access. It has been accepted for inclusion in Young Historians Conference by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Abdellatif 1 Gabriel Abdellatif L. Keldorf Western Civilization 102 27 February 2017 Marcus Garvey: A Legacy Obscured by Infamy NAACP leader W.E.B. Du Bois referred to Garvey as "the most dangerous enemy of the Negro race in America." Noted for his extreme separatist ideals and divisive rhetoric, Garvey sought to establish himself as the leader of a new African nation. While some of Garvey's notable projects like the Universal Negro Improvement Association or the Black Star Line provided economic growth for black Americans much of his career and legacy were shrouded in controversy. Most notably his collaboration with known white supremacist Senator Theodore Bilbo of Mississippi and the Ku Klux Klan supporting their ideologies of racial separatism, (Editors, Biography.com). Despite the great strides Garvey made in the social and economic advancements of black people, his legacy has ultimately been obscured by the controversies in his career, specifically: his connection to white supremacists, lack of support from other black activists, and the mismanagement of his business enterprises. -
Advocate, Fall 2016, Vol. 28, No. 1
City University of New York (CUNY) CUNY Academic Works The Advocate Archives and Special Collections Fall 2016 Advocate, Fall 2016, Vol. 28, No. 1 How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_advocate/22 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] VolumeVolume 28 27 Fall Spring no. 1n. 2016 2 2016 www.GCadvocate.comwww.GCadvocate.com [email protected]@cunydsc.org Donald Trump and the Death Rattle of Liberal Civility pg. 31 Stranger in my Skin: Racial (un)belonging in the US pg. 18 Gil Bruvel, Dichotomy, Stainless Steel sculpture editorial The Difficulty of www.GCadvocate.com Making a Voting Decision [email protected] Contents Who to vote for in the upcoming election? That is be able to keep calm as most of us have been doing? the question. In past elections, the most important Or will I punch back if I am hit—sweetly punch back things that influenced how I vetted presidential can- in the tradition of the ancestors who recognized the EDITORIAL FEATURES didates included their positions on wars, national need to deploy counter strategies that have given me security, economy, the LGBTQ community, and their the liberties I cherish today. Indeed, how powerfully The Difficulty of Stranger in my Skin: plans for developing regions like the Caribbean, where will I punch back with fists, body, talk, and silence until Making a Voting Racial (un)belonging I am from. -
Flags of the World
ATHELSTANEFORD A SOME WELL KNOWN FLAGS Birthplace of Scotland’s Flag The name Japan means “The Land Canada, prior to 1965 used the of the Rising Sun” and this is British Red Ensign with the represented in the flag. The redness Canadian arms, though this was of the disc denotes passion and unpopular with the French sincerity and the whiteness Canadians. The country’s new flag represents honesty and purity. breaks all previous links. The maple leaf is the Another of the most famous flags Flags of the World traditional emblem of Canada, the white represents in the world is the flag of France, The foremost property of flags is that each one the vast snowy areas in the north, and the two red stripes which dates back to the represent the Pacific and Atlantic Oceans. immediately identifies a particular nation or territory, revolution of 1789. The tricolour, The flag of the United States of America, the ‘Stars and comprising three vertical stripes, without the need for explanation. The colours, Stripes’, is one of the most recognisable flags is said to represent liberty, shapes, sizes and devices of each flag are often in the world. It was first adopted in 1777 equality and fraternity - the basis of the republican ideal. linked to the political evolution of a country, and during the War of Independence. The flag of Germany, as with many European Union United Nations The stars on the blue canton incorporate heraldic codes or strongly held ideals. European flags, is based on three represent the 50 states, and the horizontal stripes. -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
West Indian Intellectuals in Britain
INTRODUCTION Crossing the seas Bill Schwarz There exists a moving photographic record of West Indian emigrants arriving in British cities in the 1950s, first by steamship and steam train, then later, by the end of the decade and into the 1960s, by plane. We still see, in our own times, these images of men and women who, for all their apprehensions, were stepping across the threshold into new lives, bringing with them a certain presence. These are images which evoke a sense of hardships in the past overcome and hardships just around the corner yet to confront. They give form to the dreams which had compelled a generation of migrants to pack up and cross the seas. And they capture too a sensibility founded on the conviction that these dreams were rightfully theirs: a dream, in other words, of colonials who believed that the privileges of empire were their due.1 These photographic images, and those of the flickering, mono- chrome newsreels which accompany them, have now come to compose a social archive. They serve to fix the collective memory of the momen- tous transformation of postwar migration. At the same time, however, their very familiarity works to conceal other angles of vision. We become so habituated to the logic of the camera-eye that we are led to forget that the vision we are bequeathed is uncompromisingly one-way. The images which fix this history as social memory are images of the West Indians. The camera is drawn to them. The moment they enter the field of vision, the focal point adjusted, they become fixed as something new: as immigrants. -
The Story of the Tricolour
The Story of the Tricolour Subject: History Strand: Historical Skills Strand Unit: Looking at evidence Class Level: Middle/Senior Primary Objectives: that the children will identify and develop respect for the tricolour as the National Flag of Ireland that the children will draw a diagram of the flag to scale that the children will generate and discuss historical enquiry questions based on the flag Integration: Maths - scale, lines and angles, ordering; Oral Language Development; Activity - The Flag Introduce the flag to the children. Ask them to describe the flag - colours, order, scale. Locate and read Article 7 of the Constitution (online) - "The National Flag is the Tricolour of Green, White and Orange." Draw the flag to scale and colour. IN groups ask children to brainstorm questions that they have about the Irish Flag? Provide them with the questions prompt chart or remind them of: Who? What? When? Where? Why? You could also suggest questions beginning with Can…?..Should…? Could…? Each questions can be written on a post-it and placed on a chart. Once the brainstorm is complete each group can arrange their questions according to their own criteria: Questions we know the answer to/ Questions we can’t answer On a scale from the most important to the least important Big Questions/ little questions Each group can then present their work. Discussion points the teacher can address are: Why did you group the questions in that way? What question do you think is the most interesting? How might we find the answer to that question? Do you think that question can be answered easily? Is there more than one way of answering that question? The teacher can facilitate the subsequent whole class discussion to identify the most important (key)questions which the class can pursue in subsequent lessons. -
The Dynamics of Flag Evolution
The Dynamics of Flag Evolution THE DYNAMICS OF FLAG EVOLUTION the obvious colours for the flag is still alive and doing well, although unfortunately extinct in Britain. Dr. William G. Crampton The ideal heraldic process was therefore from the arms, to the colours, to the flag, particularly the flag for This paper is the second instalment of my treatment common usage, and from there to a further form, the of the theoretical aspects of flag evolution and taxo striped flag with the arms added back to it, to make a nomy, following from the paper on the «Phylogenesis more official or Important flag. Another use of this, as of Vexillology# presented at Barcelona in 1991In that we know from the work of Rabbow and Gunther is the paper I postulated that just as living organisms form civic flag with the arms added back to it, probably for themselves into genetic families so do flag designs, and purposes of distinction, since there is a limit to the num that these grow into major, intermediate and minor ber of striped flags that can exist together at any one groupings as do organic life-forms. I also postulated the time^-T existence of at least twelve major flag root-forms, label led «Urflaggen», from which, it could be demonstrated, Related to heraldry and roughly co-terminous with it a huge proportion of the world's flags, both extant and was the influence of religion. Two major forms of this extinct, could be shown to be derived. are known: the Christian and the Moslem, and both related very directly to flags for personal and territorial The purpose of this paper is to illustrate some of the use. -
Selected Records Relating to Marcus Garvey, the Black Star Line, and the Black Cross Navigation and Trading Company
M2158 SELECTED RECORDS RELATING TO MARCUS GARVEY, THE BLACK STAR LINE, AND THE BLACK CROSS NAVIGATION AND TRADING COMPANY Compiled by Claire Prechtel-Kluskens Records arranged for filming by Paul Crissman and Mark G. Eckhoff National Archives and Records Administration Washington, DC 2014 INTRODUCTION On the three rolls of this microfilm publication, M2158, are reproduced selected records relating to Marcus Garvey, the Black Star Line, and the Black Cross Navigation and Trading Company. These records are part of Records of the United States Shipping Board, Record Group (RG) 32; Records of the Bureau of Marine Inspection and Navigation, RG 41; and General Records of the Department of Justice, RG 60. BACKGROUND Marcus Mosiah Garvey, Jr., a son of former slaves, was born in Jamaica on August 17, 1887. After ending his formal schooling at age 14, he eventually became a master printer, published his first newspaper, travelled through Central America, and attended political meetings. In 1914, after reading Booker T. Washington’s biography, Up From Slavery, Garvey concluded that it was necessary to unify black people across the globe to achieve economic and political power. He then founded the Universal Negro Improvement Association (UNIA), with the motto “One God, One Aim, One Destiny,” and had the immediate goal of establishing an industrial training school in Jamaica. After immigrating to the United States, he established the first U.S. branch of the UNIA in New York in 1917. He toured the country giving speeches urging black people to unite, be proud, and believe themselves equal to all others. UNIA members had uniforms, rituals, official songs, and pledged allegiance to a red, black, and green flag which Garvey designed as a symbol of a black nation in the making.