A M D G Beaumont Union Review Autumn 2020
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Myth, Language, Empire: the East India Company and the Construction of British India, 1757-1857
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 5-10-2011 12:00 AM Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857 Nida Sajid University of Western Ontario Supervisor Nandi Bhatia The University of Western Ontario Graduate Program in Comparative Literature A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Nida Sajid 2011 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Asian History Commons, Comparative Literature Commons, Cultural History Commons, Islamic World and Near East History Commons, Literature in English, British Isles Commons, Race, Ethnicity and Post-Colonial Studies Commons, and the South and Southeast Asian Languages and Societies Commons Recommended Citation Sajid, Nida, "Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857" (2011). Electronic Thesis and Dissertation Repository. 153. https://ir.lib.uwo.ca/etd/153 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Myth, Language, Empire: The East India Company and the Construction of British India, 1757-1857 (Spine Title: Myth, Language, Empire) (Thesis format: Monograph) by Nida Sajid Graduate Program in Comparative Literature A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Nida Sajid 2011 THE UNIVERSITY OF WESTERN ONTARIO School of Graduate and Postdoctoral Studies CERTIFICATE OF EXAMINATION Supervisor Examiners _____________________ _ ____________________________ Dr. -
Digital Prospectus for Boys
Recognized by Pakistan Armed Forces Affiliated with Federal Board Prospectus 2020 CADET COLLEGE JHANG Class 7th to FSc PREAMBLE “Why should a boy or a girl join they arrange a plethora of cultural, Cadet College?”. co-curricular, and extracurricular programmes to equip their cadets This is a frequently asked question. with the skills necessary to tackle the If we look at the history of cadet future challenges of the nation. colleges in the country, we see a very clear picture concerning the “Those who got chance to study in purpose of establishing this type of cadet colleges are very lucky, and distinguished institutions. the nation expects them to take the country to new heights by utilizing After the partition of the Indian their merit”. Subcontinent in 1947, a lack of skilled workforce to lead the administration In the present context of the country of the newly found Pakistan became where it is a challenge to maintain evident. The fulfilment of this need quality education, cadet colleges are necessitated the establishment of proving their excellence in this regard. specialized educational institutions. It is not misguided to say that cadet colleges have been able to support It will be wrong to term the cadet to every learner to find a definite and colleges as merely educational prosperous aim of life. institutions. Rather one should think of them as institutions aimed to Cadets are especially trained to make producing graduates who are skilled them competent enough to serve and competent across a number of the Armed Forces and other national areas. The role of cadet colleges institutions, and are playing important extends beyond academia, because roles in other key fields like civil bookish knowledge alone is not administration, diplomacy, politics, sufficient to create an ideal human banking sector, teaching, media, being. -
Auctions and the Making of the Nabob in Late Eighteenth-Century Calcutta and London
The Historical Journal (2021), 1–22 doi:10.1017/S0018246X21000303 ARTICLE Auctions and the Making of the Nabob in Late Eighteenth-Century Calcutta and London Patrick D. Rasico Department of History and Political Science, Fisk University, Nashville, TN, USA Email: [email protected] Abstract This article examines the meanings and controversies surrounding sales by public auction in British colonial Calcutta and in London during the last decades of the eight- eenth century. For Britons living in Calcutta’s European sector, auctions were essential for acquiring imported European items that granted a sense of gentility and Britishness abroad. Public sales in Calcutta provided Britons with goods that instilled the fantasy of living in a British geography in India. However, by the last quarter of the century, ‘sales by hammer’ throughout the colonial world carried association with corruption, cruelty, and orientalization in the metropolitan imagination. In Britain, textual and visual accounts circulated of Europeans transforming into debauched ‘nabobs’, of the horrors of American slave auctions, and of the British East India Company’s use of public sales to defraud and abuse prominent Indians. For some metropolitan observers, sales by hammer were a deceitful means of seizing property and status from the traditional landed elite of India and Britain. British critics feared that colonial auction practices could become common in Britain and could lead to the upending of social hierarchiza- tion and the normalization of slavery in the metropolis. -
Microsoft Showcase Schools List August 2019
Microsoft Showcase Schools List August 2019 Country City School Argentina Campana Escuela Tecnica Roberto Rocca Argentina Ciudad Autonoma Instituto Central de Capacitación Argentina Olivos St Andrew´s Scots School Armenia Syunik Kapan N 13 Basic School Australia Brisbane All Hallows' School Australia Carrara Emmanuel College Australia Dallas Dallas Brooks Community Primary School Australia Frankston Frankston High School Australia Kew Trinity Grammar School Australia Novar Gardens Immanuel College Australia Ormiston Ormiston College Australia the ponds John Palmer PS Austria Klagenfurt HAK1 International Klagenfurt Austria Wien BAFEP De La Salle Austria Zwettl Private NMS Zwettl Bangladesh Faridpur Faridpur Govt. Girls High School, Faridpur Bangladesh Jessore Lakhaidanga Secondary School Belgium Diksmuide 't Saam Diksmuide Belgium Gent Sint-Lievenscollege Belgium Halle GO! Technisch Atheneum Halle Brazil Belo Horizonte Sic - Colégios Santo Agostinh Brazil Campinas Microcamp Brazil Cascavel Colégio Sesi Internacional de Cascavel Brazil Criciúma Colégio Marista Criciúma Brazil Curitiba Colégio Santo Anjo Brazil Curitiba Colégio Sesi Internacional Brazil Juazeiro do Norte Colégio Paraíso Brazil Londrina Colégio SESI Internacional de Londrina Brazil Maringá Colégio Sesi Internacional Maringá Brazil Ponta Grossa Colégio Sesi Internacional de Ponta Grossa Brazil Ribeirão Preto Colégio Marista Champagnat Brazil São José Dos Campos Colégio Poliedro São José dos Campos Brazil São Paulo Colégio Bandeirantes Brazil São Paulo Escola Bosque Brazil São Paulo Escola Lourenço Castanho Brazil São Paulo St. Paul's School Brazil Sao Roque Fatec Sao Roque Microsoft Showcase Schools List August 2019 Country City School Brunei Bandar Seri Begawan Chung Hwa Middle School Brunei Bandar Seri Begawan Yayasan Sultan Haji Hassanal Bolkiah School Canada Chelmsford École Secondaire Catholique Champlain Canada Oakville Gaetan Gervais Canada Strathroy Holy Cross Catholic Secondary School Canada Vaughan Delano Academy Canada Waterdown St. -
Fort Frye High School
August, 2016 Fort Frye Local School District S UPERINTENDENT ’ S M ESSAGE -Stephanie Starcher, Superintendent can also choose to take the elective be at Fort Frye for the upcoming course Current Events to study po- school year. We are excited to add While I hope this newsletter litical issues occurring in current these new members to our team and finds you still enjoying the summer times. hope you will join us in making break with your family, let me be We will also be sponsoring a them feel welcomed. the first to welcome you to the new music course elective as well Our support staff is working 2016-2017 school year at The Fort! as a nine-week career exploration hard to make sure the buildings and th th Thank you for entrusting Fort Frye class for 7 and 8 grade students grounds throughout the district are th Local Schools to educate your child and a nine-week Health class for 8 ready when students return on Au- and to prepare him/her for an excit- graders. Based on our state assess- gust 25. The annual summer clean- th th ing career and/or college. ment scores, our 7 and 8 graders ing is ongoing at each school site as Over the past several school need more time and support in well as small maintenance projects. years, our district has invested a lot mathematics so we will offer these This summer we only have one ma- of time and resources in updating junior high students an additional jor capital improvement project oc- our curriculum products that no 30 minute for daily math instruc- curring in the district which is the longer match the state required cur- tion. -
Jiawmah 3.)0-.);AKV (D'f.R.U'i'lakmi
JiAWMAh (D'f.r.U'I'lAKMi3.)0-.);AKV Qrhf, II. ' —% t k■ W I (3AFit> '^Tj7 Corrected to 1th Aw./uftt, 1920. [Crown Copyright Reserved. Un ^utlioiitn. THE MONTHLY AIR FORCE LIST AUGUST, 1920. PUBLISHED BY HIS MAJESTY’SLONDON: STATIONERY OFFICE. To be purchased through any Bookseller or directly from H.M. STATIONERY OFFICE at the following addresses : Imperial House, Kingsway, London, W.C.2, and 28, Abingdon Street, London, S.W.l; 37, Peter Street, Manchester; 1, St. Andrew’s Crescent, Cardiff; 23, Forth Street, Edinburgh ; or from E. PONSONBY, Ltd., 116, Grafton Street, Dublin. 1920. [Price One Shilling and Sixpence, Net.] THE MONTHLY AIR FORCE LIST AUGUST, 1920. CONTENTS. SAZ. Abbreviations Area Commands:— Advisory Board on Chaplaincy Services... Coastal Area No.Inland 11 (Irish) Aiea Wing Air Council B.A.F. Headquarters, Cranwell Air Force Agents R.A.F. Headquarters, Halton ... Air Ministry Chaplains, Department of . Commands R.A.F. (Overseas) Chief of the Air Staff, Department of Independent Units Commit! ee, India Mediterranean Group ... Middle East Area Rhine Dental Officers, List, of Directorate of Equipment Gradation List 101-lOOOi Directorate of Lands ... Medical Service R.A.F. 1001-1013 Directorate < f R.A.F. Medical Services Directorate of Personnel t Relinquishments, Resignations, etc Directorate of Works and Buildings... * t Retired List Finance Department Units, List of, with Officers serving Secretary’s Department * Published only in January, April, July and October issues, t Alphabetical lists—not shewn in Index. EXPLANATIONS OF ABBREVIATIONS. »«ajssrs»assa-,“ “ ““ 0“'“i"n *“ NOTES. Officers whoso names are marked thus * (a) hold Permanent or Short Service Commissions or (b) have been re-seconded or (c) having previous pensionable service in the Navy or Army are retained in order to complete time for pension. -
Courtesans in Colonial India Representations of British Power Through Understandings of Nautch-Girls, Devadasis, Tawa’Ifs, and Sex-Work, C
Courtesans in Colonial India Representations of British Power through Understandings of Nautch-Girls, Devadasis, Tawa’ifs, and Sex-Work, c. 1750-1883 by Grace E. S. Howard A Thesis presented to The University of Guelph In partial fulfilment of requirements for the degree of Master of Arts in History Guelph, Ontario, Canada © Grace E. S. Howard, May, 2019 ABSTRACT COURTESANS IN COLONIAL INDIA REPRESENTATIONS OF BRITISH POWER THROUGH UNDERSTANDINGS OF NAUTCH-GIRLS, DEVADASIS, TAWA’IF, AND SEX-WORK, C. 1750-1883 Grace E. S. Howard Advisors: University of Guelph Dr. Jesse Palsetia Dr. Norman Smith Dr. Kevin James British representations of courtesans, or nautch-girls, is an emerging area of study in relation to the impact of British imperialism on constructions of Indian womanhood. The nautch was a form of dance and entertainment, performed by courtesans, that originated in early Indian civilizations and was connected to various Hindu temples. Nautch performances and courtesans were a feature of early British experiences of India and, therefore, influenced British gendered representations of Indian women. My research explores the shifts in British perceptions of Indian women, and the impact this had on imperial discourses, from the mid-eighteenth through the late nineteenth centuries. Over the course of the colonial period examined in this research, the British increasingly imported their own social values and beliefs into India. British constructions of gender, ethnicity, and class in India altered ideas and ideals concerning appropriate behaviour, sexuality, sexual availability, and sex-specific gender roles in the subcontinent. This thesis explores the production of British lifestyles and imperial culture in India and the ways in which this influenced their representation of courtesans. -
CADET COLLEGE PETARO – a COLLEGE with a DIFFERENCE Prof
CADET COLLEGE PETARO – A COLLEGE WITH A DIFFERENCE Prof. Affan Maqsood, Ex-Professor & ex-Head of Dept. of English, CCP (1969-1996) (Currently Prof. Affan Maqsood is Head of Dept. of English at the Women’s Institute of Science and Humanities, Islamabad) The mere thought of Cadet College Petaro makes me nostalgic about the twenty seven years I spent at Petaro as a teacher of English. I joined as lecturer in English, and left as professor and Head of the Department of English, and Divisional Co- coordinator officer. Petaro is reminiscent of the golden period of my life. It was not merely a period of my teaching, but also a period of my grooming as a teacher of English. No doubt there are some other good cadet colleges in the country, Cadet College Hasan Abdal being perhaps the oldest with its own history and traditions. But of all the colleges, Cadet College Petaro stands at the climax. My opinion is neither based on my emotional attachment with this institution nor on prejudice against any other institution. Rather it is genuinely based on cogent reasons. I joined Cadet College Petaro on the 4th of September, 1969. If I am not mistaken, the same year or the next, Petaro won the President’s Sport Shield, by winning the Inter-Cadet College Sports Tournament for the fourth consecutive year. I do admit that Hasan Abdal has an excellent record in terms of extra-curricular activities, in general and academics in particular. The whole credit for this achievement does not go only to Hasan Abdal but also to the cadets, who are selected purely on merit. -
Cadet College Petaro 2021
Cadet College Petaro 2021 1 Page Cadet College Petaro 2021 2 Page Cadet College Petaro 2021 3 Page Cadet College Petaro 2021 4 Page Cadet College Petaro 2021 5 Page Cadet College Petaro 2021 WHY CADET COLLEGE PETARO? A progressive educational Institution under patronage of Pakistan Navy for last 64 years Provides quality education by a well- qualified and experienced faculty Focuses on character building, values, military training and education Offers classes both in Sindh Board and Cambridge System The College has state of the Art Language Labs Only Institution where Chinese, English, Sindhi and Urdu Languages are taught in parallel Modern Laboratories equipped with Smart Boards and Multi-Media for online educational system A well- equipped and well established Library with E-book and internet accessibility Well-developed sports facilities along with highly qualified Coa ches Horse riding club, Swimming pool, Modern health club, Shooting and Archery clubs Pak Army and Nava l drill and P.T instructors Comfortable accommodation having all allied facilities A large number of Petarians are serving the nation in the fields of Armed Forces, Medical, Engineering, Business, NGOs, Education etc. 6 Page Cadet College Petaro 2021 History Cadet College Petaro is the second oldest Cadet College in Pakistan after Hasan Abdal. It was established initially at Mirpurkhas in 1957 and later shifted to its present site at Petaro in 1959. The College was initially designed for 300 students. A batch of 30 students joined as 1st batch in 1957. Col J. H.H Coombes was the first Principal of Cadet College Petaro. Jinnah House and Liaquat house were the first two hostels established for cadets. -
ADP 2021-22 Planning and Development Department, Govt of Khyber Pakhtunkhwa Page 1 of 446 NEW PROGRAMME
ONGOING PROGRAMME SECTOR : Agriculture SUB-SECTOR : Agriculture Extension 1.KP (Rs. In Million) Allocation for 2021-22 Code, Name of the Scheme, Cost TF ADP (Status) with forum and Exp. upto Beyond S.#. Local June 21 2021-22 date of last approval Local Foreign Foreign Cap. Rev. Total 1 170071 - Improvement of Govt Seed 288.052 0.000 230.220 23.615 34.217 57.832 0.000 0.000 Production Units in Khyber Pakhtunkhwa. (A) /PDWP /30-11-2017 2 180406 - Strengthening & Improvement of 60.000 0.000 41.457 8.306 10.237 18.543 0.000 0.000 Existing Govt Fruit Nursery Farms (A) /DDWP /01-01-2019 3 180407 - Provision of Offices for newly 172.866 0.000 80.000 25.000 5.296 30.296 0.000 62.570 created Directorates and repair of ATI building damaged through terrorist attack. (A) /PDWP /28-05-2021 4 190097 - Wheat Productivity Enhancement 929.299 0.000 378.000 0.000 108.000 108.000 0.000 443.299 Project in Khyber Pakhtunkhwa (Provincial Share-PM's Agriculture Emergency Program). (A) /ECNEC /29-08-2019 5 190099 - Productivity Enhancement of 173.270 0.000 98.000 0.000 36.000 36.000 0.000 39.270 Rice in the Potential Areas of Khyber Pakhtunkhwa (Provincial Share-PM's Agriculture Emergency Program). (A) /ECNEC /29-08-2019 6 190100 - National Oil Seed Crops 305.228 0.000 113.000 0.000 52.075 52.075 0.000 140.153 Enhancement Programme in Khyber Pakhtunkhwa (Provincial Share-PM's Agriculture Emergency Program). -
The East India Company at Home, 1757-1857 – UCL History 1 Nabobs
The East India Company at Home, 1757-1857 – UCL History Nabobs and the Empire at Home Bibliography Please note that this document was last updated on 21.08.14 Annotated Guide to Nabobs and the Empire at Home Publications Colllingham, E.M. Imperial Bodies: The Physical Experience of the Raj, c.1800-1947. Cambridge and Malden, MA: Polity Press and Blackwell, 2001. In Imperial Bodies, Elizabeth Collingham examines the impact of colonialism upon the European body. More particularly, she explores how power impacted upon the bodies of those wielding it, rather than those subjected to it. Collingham argues that British experiences of India were intensely physical. Both in India and when Anglo-Indians returned home, their experiences of India were written upon their physique. India seemingly affected the food individuals ate, the clothes they wore and the complexion of their skin. Due to the physicality of their experiences Anglo-Indians were particularly interested in defining what made a particular body British. Collingham argues that rather than simply mirroring changes in the metropole, the Anglo-Indian body underwent its own narrative of change. Between 1800 and 1857 bodily practices kept pace with cultural changes in India and Britain. After 1857, however, a different chronology emerged to ensure that Anglo-Indians became culturally and bodily out of step during the twentieth century. Collingham argues that the Anglo- Indians disregard for the Indian response to British bodies severely undermined their position. Finally, in discarding Western clothes and in favour of the dhoti, Indian nationalists confronted the British with a rediscovered Indian body. Hall, Catherine and Rose, Sonya O. -
Educational Environment in Bangladesh Cadet Colleges Since 1990S: an Overview
EDUCATIONAL ENVIRONMENT IN BANGLADESH CADET COLLEGES SINCE 1990S: AN OVERVIEW Brigadier General Md Habib Ullah, SPP, ndc, afwc, psc Introduction Background History of Bangladesh Cadet Colleges may be traced back to the public school systems of England during 19th century (Rob 1884). \ by the Government of Pakistan to educate and train the military students in !"#$\ %& '* + ,-/ 03 "3 0 3 $335 "#6:"#;# 33!"#,+/<% $3%=>%? ,!"#/$>%\ ! +-,3 +3/ +P*-3Q%$ 33=>> 3 3S#3=% students of eastern part. Cadet Colleges are specialized autonomous residential institutions that impart an all-round liberal education to the young learners of the secondary 3= > ! > 3%3%3=I%3%%J?#+ K3:3%3%?:3%3%3>,0L"MM/ 3$N'3>%3 3 3$'%>&=$N'& 72 I>=MM&3,*%M/N; O%+0$N;M3$'3$MM$ %'MM=J\ ;MQ 3&3%MQ 3=>%3$ $%3+>0>3,+0/>$ 3=$%33$ or public universities are disappointing. This paper emphasizes on reforms $ K 3 %3%$#>$3333> 3 ?3 Aim of Cadet Colleges J%3=%%%$ 3>S= 3 #$ =$= Objectives of Cadet Colleges &3>3>==U # J>O%=%3%3= >%:33 pursue higher studies in different disciplines. # J>== >%33L3 # J 3= #$ # 3= for the all-round development of cadets through a package of co- 3%3%?:3%3%3> # J 3= =3 $ $ 3%% program and maintain a diet program ensuring a balanced physical and mental health. N Educational Environment in Bangladesh Cadet Colleges Since 1990s: An Overview # J % =$=$=$ O%=$ 3 % >$ 3%$333> # J>$?3%3> 3%3> # , \ /$ 3 33>%= # J %3 $ O% 3 3%3 3=>3:3%% SWOT Analysis 05LJ=3?3 might affect the educational environment and overall output of the cadet 3]&3>>$05LJ =K3U Figure 1:05LJ= Helpful Harmful Strength Weakness # 03%3 # `3# 3S # <3K pedagogy and educational %=$3 management.