Decolonization: a Short History
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Romance of Postage Stamps
ROMANCE OF FOSTAGE STAMPS S.P. CH~TTERJE Nehru Ral Pustakalaya ROMANCE OF POSTAGE STAMPS S.P. Chatterjea NATIONAL BOOK TRUST, INDIA Cover Design Chiranjit Lal ISBN 81-237-1078-X First Edition 1973 Second Edition 1989 Seventh Reprint 1999 (Sah 1920) C' S.l' Chatteqea, 1973 Rs. 10.00 Published by the Director, National Book Trust, India A 5 Green Park, New Delhi-110 016 c···· .......... t· ~ t ROMANCE OF POSTAGE STAMPS It was the evening of 26 January 1965. A silver-red Boeing 707 from New York landed at London airport. A crowd of press reporters, newsreel-cameramen and others milled around, filled with excitement. Mr 'Finber Kenny climbed out with the 'One-Cent' British Guiana stamp. This 'one-cent' stamp had been insured at £200,000 (Rs 46,00,(00) and was specially brought by a 'bodyguard' for display at the Stanley Gibbons Catalogue Centenary Exhibition in London, Next morning that priceless piece of paper was the topic of the day. All the papers carried headlines on it and the BBC did a special programme with a close-up of the stamp. What was so remarkable about a scrap of old black-and-magenta paper? The story of this stamp is very interesting. In earlier days the stamps of British Guiana were printed by a British printer, Waterlow &' .Sons. In 1856, the stock of stamps was exhausted but a fresh supply had failed to arrive. So the postmaster hurriedly had 4-cent stamps printed locally using the existing design, the seal of. the colony a ship and the motto 'Damus Petimusque Vicis sim' (We give and we seek in turn). -
He True Aim of China in Setting up the AIIB Challenging the International Financial Tsystem Or Securing Multilateral Credibility? Author Jianmin Jin by Jianmin Jin
COVER STORY • Global Growth Strategy • 3-1 he True Aim of China in Setting up the AIIB Challenging the International Financial TSystem or Securing Multilateral Credibility? Author Jianmin Jin By Jianmin Jin The Chinese-initiative Asian Infrastructure Investment Bank (AIIB) has been generating many headlines on the economic front of late — not without justification given its impact, sizeable enough to blow a big hole in the international development financing order. There is a wide range of opinion regarding the true aim of China in taking the lead to establish the AIIB, such as challenging the international financial order, securing geopolitical influence, securing benefits for the national economy, and establishing a new facility to mediate between capital surplus countries and capital deficit countries. My conclusion after examining the economic relationship between China and the rest of the world and various information coming out of China is that the true aim of China is both economic and diplomatic/ political: the former to secure the multilateral creditworthiness that is unavailable to China on its own, the latter to “exercise cooperative influence” (neutralize the idea of “China as a threat” by providing other countries with economic benefits through economic channels). New Silk Road Vision: “Stepped-up” Version regions, infrastructure was slow to develop, and the open-door policy of the Open-Door Policy was limited in scope. Moreover, the neighboring countries there were largely developing countries, so expectations for attracting capital and The Chinese initiative to establish the AIIB is founded on a regional technology appeared slim. development strategy: the “New Silk Road” strategy, or the “One Belt But 30 years later, things have changed. -
The Immediate and Long-Term Effects of Namibia's Colonization Process
The Immediate and Long-Term Effects of Namibia’s Colonization Process By: Jonathan Baker Honors Capstone Through Professor Taylor Politics of Sub-Saharan Africa Baker, 2 Table of Contents I. Authors Note II. Introduction III. Pre-Colonization IV. Colonization by Germany V. Colonization by South Africa VI. The Struggle for Independence VII. The Decolonization Process VIII. Political Changes- A Reaction to Colonization IX. Immediate Economic Changes Brought on by Independence X. Long Term Political Effects (of Colonization) XI. Long Term Cultural Effects XII. Long Term Economic Effects XIII. Prospects for the Future XIV. Conclusion XV. Bibliography XVI. Appendices Baker, 3 I. Author’s Note I learned such a great deal from this entire honors capstone project, that all the knowledge I have acquired can hardly be covered by what I wrote in these 50 pages. I learned so much more that I was not able to share both about Namibia and myself. I can now claim that I am knowledgeable about nearly all areas of Namibian history and life. I certainly am no expert, but after all of this research I can certainly consider myself reliable. I have never had such an extensive knowledge before of one academic area as a result of a school project. I also learned a lot about myself through this project. I learned how I can motivate myself to work, and I learned how I perform when I have to organize such a long and complicated paper, just to name a couple of things. The strange inability to be able to include everything I learned from doing this project is the reason for some of the more random appendices at the end, as I have a passion for both numbers and trivia. -
Transnationalism and Expatriate Political Engagement: the Case of the Italian and French Voting in Australia
Transnationalism and expatriate political engagement: The case of the Italian and French voting in Australia Dr Maryse Helbert Maryse joined Melbourne University and completed her PhD in international Relations and Political Economy in 2016. Prior to that, she was an advocate for and research on women’s participation in politics and decision-making for over a decade. She is now focusing on teaching and research in the fields of political Science and International Relations. Assoc. Professor Bruno Mascitelli Swinburne University of Technology, Melbourne Prior to joining Swinburne University of Technology, Bruno was employed by the Australian Consulate in Milan, Italy where he spent 18 years. In 1997 he joined Swinburne University and has since focused his teaching and research in areas related to European Studies. This has included four books on Italy and its expatriate community abroad looking at expatriate voting in particular. He is President of the European Studies Association in Australia. Abstract The aim of this paper is to provide an appreciation and analysis of the expatriate connectivity of Italian and the French citizens from their place of residency in Australia through their respective elections in their home country election. Specifically, the paper will examine the cases of Italians in Australia voting in the 2013 Italian elections and equally that of French citizens in Australia voting in the French Presidential and the following Legislative Elections in 20171. The paper examines the voting patterns there might be between those voting in the home country (Italy and France) and those voting in external electoral colleges in this case the relevant Australian college. -
From Poverty to Power, 2Nd Edition
PART FIVE THE inTERnaTIOnal SYSTEM WHO RULES THE WORLD? 241 THE INTERNATIONAL FINANCIAL SYSTEm 244 THE INTERNATIONAL TRADING SYSTEm 260 THE INTERNATIONAL AID SYSTEm 289 HOW CHANGE HAppENS: THE 2005 GLENEAGLES AGREEMENTS 311 INTERNATIONAL RULES AND NORMS 313 THE INTERNATIONAL SYSTEM FOR HUMANITARIAN RELIEF AND PEACE 317 HOW CHANGE HAppENS: LANDMINES, AN ARMS CONTROL SUCCESS STORY 333 CLIMATE CHANGE 335 GLOBAL GOVERNANCE IN THE TWENTY-FIRST CENTURY 351 WHO RULES THE WORLD? Global institutions such as the World Bank, the IMF, and the United Nations, transnational corporations, rich country governments, (and even interna- tional non-government organisations such as Oxfam) are sometimes viewed as the most powerful and dynamic forces in the fight against poverty and inequality. This book has argued, on the contrary, that the main actors are poor men and women and their national governments – a combination we have called active citizens and effective states. This is not to deny the power of global institutions. In tackling global poverty and inequality they can, by both action and omission, be either part of the solution or part of the problem. They can foster efforts to build an effective, accountable state and an active citizenry, or they can under- mine or even crush them. This part of the book examines those aspects of the international system most relevant to the fight against poverty and inequality, and explores how global institutions can be placed at the service of development. The web of international institutions, laws, regulations, -
English, French, and Spanish Colonies: a Comparison
COLONIZATION AND SETTLEMENT (1585–1763) English, French, and Spanish Colonies: A Comparison THE HISTORY OF COLONIAL NORTH AMERICA centers other hand, enjoyed far more freedom and were able primarily around the struggle of England, France, and to govern themselves as long as they followed English Spain to gain control of the continent. Settlers law and were loyal to the king. In addition, unlike crossed the Atlantic for different reasons, and their France and Spain, England encouraged immigration governments took different approaches to their colo- from other nations, thus boosting its colonial popula- nizing efforts. These differences created both advan- tion. By 1763 the English had established dominance tages and disadvantages that profoundly affected the in North America, having defeated France and Spain New World’s fate. France and Spain, for instance, in the French and Indian War. However, those were governed by autocratic sovereigns whose rule regions that had been colonized by the French or was absolute; their colonists went to America as ser- Spanish would retain national characteristics that vants of the Crown. The English colonists, on the linger to this day. English Colonies French Colonies Spanish Colonies Settlements/Geography Most colonies established by royal char- First colonies were trading posts in Crown-sponsored conquests gained rich- ter. Earliest settlements were in Virginia Newfoundland; others followed in wake es for Spain and expanded its empire. and Massachusetts but soon spread all of exploration of the St. Lawrence valley, Most of the southern and southwestern along the Atlantic coast, from Maine to parts of Canada, and the Mississippi regions claimed, as well as sections of Georgia, and into the continent’s interior River. -
China's Propaganda in the United States During World War II
DOCUMENT RESUME ED 248 514 CS 208 471 AUTHOR Tsang, Kuo-jen - TITLE China's Propaganda in the United States during World War II. PUB DATE Aug 84 NOTE 44p.; Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (67th, Gainesville, FL, August 5-8, . , 1984). PUB TYPE Reports - Research/Technical (143) -- Speeches /Conference Papers (150) \N, EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Content Analysis; Cultural Images; Foreign`Countries; information Sources; *Media Research; News Reporting; *Propaganda; *Public Opinion; War; World History IDENTIFIERS *China; *World War II ABSTRACT Drawing data from a variety of sources, a study was undertaken to place China's propaganda activities in the United States during World War II into a historical perspective. Results showed that China's propaganda effortsconsisted of official and unofficial activities and activities directed toward overseas Chinese. The official activities were carried out by the Chinese News Service and its branch offices in various American cities under the direction of the Ministry of Information's International Department in Chungking. The unofficial activities Were carried out by both Chinese and Americans, including missionaries, business people, and newspaper reporters, and the activities ditected toward the overseas Chinese in the United States were undertaken for the purpose of collecting money and arousing patriotism. The propaganda program fell four phases, the first beginning with the outbreak of the Sino-Japanese War in 1937 and directed at exposing Japanese atrocities. The second phase began with the withdrawal of the Chinese central government to inner China in late 1937, continued until the beginning of the European war in 1939, and concentrated on economic and political interests. -
American Literary Expatriates in Europe Professor Glenda R. Carpio Ca’ Foscari-Harvard Summer School 2017 TF: Nicholas Rinehart
American Literary Expatriates in Europe Professor Glenda R. Carpio Ca’ Foscari-Harvard Summer School 2017 TF: Nicholas Rinehart This course explores the fiction and travel literature produced by American writers living in Europe, from the late 19th century to the present. In the course of this period Europe becomes the battlefield for two bloody World Wars as well as the site of a museum past while the USA assumes a dominant role on the world stage. American writers living and traveling in Europe reflect on these shifts and changes while also exploring the various forms of freedom and complex set of contradictions that expatriate life affords. We will focus on American literature set in Europe with readings that include but are not limited to essays, travelogues, poems, novellas, novels, and short stories. COURSE REQUIREMENTS Active participation in the course; two critical essays (5-7 pages) and a third (also 5-7 pages) that may be creative or a revision of a previous assignment (see below); and an in-class presentation. Class Presentations: Throughout the semester, I will ask you to prepare short class presentations of no more than 10 minutes (NB: you will be timed and stopped if you go over the limit) based on close readings of particular passages of the texts we read. Presentations may be done individually or in pairs. You will receive more information on this method as the semester develops. Critical Essays: Two of the three essays required for this class should be critical explorations of texts and/or topics covered in class. These should be based on close analyses of specific passages and may include the secondary recommended material indicated in the syllabus. -
A Humble Protest a Literary Generation's Quest for The
A HUMBLE PROTEST A LITERARY GENERATION’S QUEST FOR THE HEROIC SELF, 1917 – 1930 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason A. Powell, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Steven Conn, Adviser Professor Paula Baker Professor David Steigerwald _____________________ Adviser Professor George Cotkin History Graduate Program Copyright by Jason Powell 2008 ABSTRACT Through the life and works of novelist John Dos Passos this project reexamines the inter-war cultural phenomenon that we call the Lost Generation. The Great War had destroyed traditional models of heroism for twenties intellectuals such as Ernest Hemingway, Edmund Wilson, Malcolm Cowley, E. E. Cummings, Hart Crane, F. Scott Fitzgerald, and John Dos Passos, compelling them to create a new understanding of what I call the “heroic self.” Through a modernist, experience based, epistemology these writers deemed that the relationship between the heroic individual and the world consisted of a dialectical tension between irony and romance. The ironic interpretation, the view that the world is an antagonistic force out to suppress individual vitality, drove these intellectuals to adopt the Freudian conception of heroism as a revolt against social oppression. The Lost Generation rebelled against these pernicious forces which they believed existed in the forms of militarism, patriotism, progressivism, and absolutism. The -
The Impact of the Second World War on the Decolonization of Africa
Bowling Green State University ScholarWorks@BGSU 17th Annual Africana Studies Student Research Africana Studies Student Research Conference Conference and Luncheon Feb 13th, 1:30 PM - 3:00 PM The Impact of the Second World War on the Decolonization of Africa Erin Myrice Follow this and additional works at: https://scholarworks.bgsu.edu/africana_studies_conf Part of the African Languages and Societies Commons Myrice, Erin, "The Impact of the Second World War on the Decolonization of Africa" (2015). Africana Studies Student Research Conference. 2. https://scholarworks.bgsu.edu/africana_studies_conf/2015/004/2 This Event is brought to you for free and open access by the Conferences and Events at ScholarWorks@BGSU. It has been accepted for inclusion in Africana Studies Student Research Conference by an authorized administrator of ScholarWorks@BGSU. The Impact of the Second World War on the Decolonization of Africa Erin Myrice 2 “An African poet, Taban Lo Liyong, once said that Africans have three white men to thank for their political freedom and independence: Nietzsche, Hitler, and Marx.” 1 Marx raised awareness of oppressed peoples around the world, while also creating the idea of economic exploitation of living human beings. Nietzsche created the idea of a superman and a master race. Hitler attempted to implement Nietzsche’s ideas into Germany with an ultimate goal of reaching the whole world. Hitler’s attempted implementation of his version of a ‘master race’ led to one of the most bloody, horrific, and destructive wars the world has ever encountered. While this statement by Liyong was bold, it held truth. The Second World War was a catalyst for African political freedom and independence. -
Decolonization and Violence in Southeast Asia Crises of Identity and Authority
KARL HACK Decolonization and violence in Southeast Asia Crises of identity and authority How far did Southeast Asia’s experience of colonialism and decolonization contribute to severe postcolonial problems, notably: high levels of violence and endemic crises of authority? There can be no denying that colonialism left plural societies in countries such as Malaysia and Singapore, and that countries such as Indonesia and the Philippines attempted to bolt together very different regions and groups of people. These divisions were to breed violence as far apart as Myanmar and New Guinea, and Aceh and Mindanao. Much of Southeast Asia also experienced an intense period of Japanese era and occupation in the years just before independence. The Japanese conquest of 1941 to 1945 propagandized and mobilized people, promoted quasi- militaristic values, and left in its wake large groups, some with military train- ing or even weapons. In many cases the use of force, or threat of force, also expedited decolonization, further legitimizing the use of violence in resolving disputes over national authority and identity. It is easy to establish that there were traumas and violent experiences in colonialism and in decolonization. But demonstrating how these fed through to the postcolonial period is difficult in the extreme. Was the legacy a region- wide one of visceral divisions that demanded, and still demand, either fissure or authoritarian government? Are the successor states, as governments as varied as Singapore and Myanmar claim, young, fragile creations where authority remains fragile even after five decades or more? This chapter reflects on a number of approaches to explaining the persistence of crises and their links to the colonial and decolonizing eras. -
World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa.