DHARAMSALA, INDIA Opportunity for Summer Study in Regions of North India Passport on Or Before February 24

Total Page:16

File Type:pdf, Size:1020Kb

DHARAMSALA, INDIA Opportunity for Summer Study in Regions of North India Passport on Or Before February 24 LOYOLA HIMALAYA ADVENTURE SUMMER PROGRAM IN PASSPORTS AND VISAS All program applicants must provide the Center for The Loyola Program in India offers students the International Education (CIE) a photocopy of their DHARAMSALA, INDIA opportunity for summer study in regions of North India passport on or before February 24. Students accepted that are striking for their cultural diversity, natural beauty, into the program are responsible for obtaining a tourist JUNE 29 - JULY 29, 2016 and historical richness. The program will be based in visa which is valid for six months from the date of issue. Dharamsala, located in the Kangra Valley in the shadow Apply online: https://indianvisaonline.gov.in/visa/tvoa.html of the Dhauladhar range of the Himalayas. Dharamsala is the center of India’s Tibetan refugee community and MEDICAL CONCERNS the seat of the Tibetan Government in Exile. Students will also visit Delhi, one of India’s largest and most historic The Center for International Education (CIE) will be happy cities and India’s capital; the Taj Mahal in Agra; Haridwar to discuss health care concerns you may have related to and Rishikesh, important pilgrimage sites on the Ganges study abroad. Integration into a new culture and learning River; Amritsar, site of the Sikh Golden Temple; and Tso environment creates particular challenges, both mental and Pema, the “Lotus Lake” sacred to Buddhists, Sikhs, and physical, for an individual. For this reason, if you are currently Hindus. Students will visit social services programs to receiving treatment for any chronic illness it is strongly learn about their work. They will visit Hindu, Buddhist, recommended that you talk with the CIE director or your and Jain temples, Sikh gurudwaras, Tibetan Buddhist doctor about plans to manage your health condition abroad. monasteries, a Sufi shrine, and hear talks by traditional Tibetan teachers. Students should consult with a physician to determine which vaccinations for India recommended by the Center for Disease The Summer Program in Dharamsala, India, is open to all Control should be received. To view the recommendations, students in good standing at Loyola or their home go to http://wwwn.cdc.gov/travel/destinationIndia.aspx. university. Students will take the courses, Cultures of North India and Tibet, and the Development of Social The program’s activities include long walks, climbing up steep Thought. Lodging in Dharamsala will be in comfortable hills and stairs, and an optional five-hour trek from about double rooms in a Tibetan guesthouse. In Delhi, we 6,560 feet (the highest altitude in Dharamsala) to about 9,500 will explore the Pahar Ganj (old bazaar), visit the feet to spend two nights on Triund mountain. If you have any Digambar Jain Temple, and the Nizam ud-Din Dargah concerns about your ability to perform any of these activities (tomb and shrine for a famous Sufi saint). A day trip to or have other special needs or disability related concerns, Agra will take us to see the Taj Mahal. On the trip to Tso please contact CIE. Pema, we will visit cave-dwelling Tibetan nuns, Tibetan Buddhist monasteries, Hindu temples, and a Sikh gurudwara. In Mandi we will see Hindu temples and FOR ADDITIONAL INFORMATION AND THE have clothes made by Indian tailors. In and around ONLINE APPLICATION Dharamsala, we will visit the Main Temple of the Dalai Lama, the Tibet Museum, the Tibetan Children’s Visit: http://studyabroad.loyno.edu/?go=LoyolaIndia Village, and take an optional trek up Triund mountain to Contact: Dr. Marcus Kondkar spend two nights in a rustic lodge in an alpine meadow. [email protected] Before leaving for India, each student will be paired with a Tibetan mutual learning partner in Dharamsala. The Dr. Catherine Wessinger partners will exchange messages before our departure, [email protected] and meet for conversations in India. This will introduce the students to Tibetan culture and help the Tibetan partners practice their English and counts towards service learning. The program is co-directed by Dr. Marcus Kondkar in Sociology and Dr. Catherine Wessinger in Religious Studies. 6363 St. Charles Avenue New Orleans, LA 70118 PROGRAM COSTS COURSES Michael Smith, Instructor and Program Coordinator, has LING O294: Cultures of North India and Tibet a Master’s degree in Social Work and a Master’s degree The program costs $5,200, which covers health insurance, This course will support the students in the program by in Public Health from Tulane University. He speaks airfare, lodging, group meals, transportation in India, and providing them with a more in-depth understanding of the Tibetan and Hindi, and has conducted ethnographic credit for two Loyola advanced common curriculum courses. cultures of the Indian and Tibetan populations with which research in Nepal on a Fulbright Scholarship. A deposit of $520 along with the on-line application are due they will be interacting. This course contains a service on February 24. Participants selected for the program learning component, the bulk of which will be completed ORIENTATION MEETING and those on the waiting list will be announced by March by participation in Lha Charitable Trust’s Mutual Learning 7. The balance of $4,680 is due by April 8. The deposit Partner Program in Dharamsala. The course will provide There will be a mandatory meeting with students accepted will be refunded to students not selected for the program. opportunities to process the experiences through for the program on April 26 from 12:30 - 2.00 p.m. (location Checks should be made out to Loyola University New exploration of issues related to international group to be announced) to discuss courses and trip information. Orleans. education, and experiential cultural exposure to Indian and Tibetan peoples in northern India. CLASS SCHEDULE Plane tickets will be purchased shortly after April 8. There There will usually be 75 minutes of class time each day will be no refunds after the plane tickets are purchased. SOCI O240: Development of Social Thought for each course. The schedule will vary according to This course focuses on the original writings of the demands of the travel itinerary. In addition, all study abroad students must pay four key social theorists: Karl Marx, Emile Durkheim, Max the university study abroad fee of $300. This amount Weber, and Georg Simmel. Their ideas emerged in will be billed separately through Student Finance. response to changes affecting modern Europe, but they ACADEMIC POLICIES have a timeless, universal quality about them. They help Students should bring to India approximately $500 to us make sense of contemporary and historical patterns of Loyola’s general academic policies apply to study cover additional meals, incidentals and Indian clothing. social life and social change in our local and global abroad programs. Students must attend all classes and Students will need to purchase inexpensive contexts. For this summer program, the course will trips (except in case of illness) to fulfill the requirements for readymade Indian clothing in Delhi to wear to visit examine the central tenets of the four theorists in the the courses. Communications with the mutual learning religious places of worship and to meet religious Indian context. partner before and during the trip are part of the learning teachers. Students should bring additional money if experience and are required. There will be written they want to shop for souvenirs and gifts. assignments that are graded. FACULTY Students must check with their academic departments Marcus Kondkar, Associate Professor and Chair of or university to determine that the credits and/or grades Sociology, has a Doctoral degree in Sociology from the will be accepted toward graduation requirements. Any University of Virginia. He has travelled extensively in student currently enrolled and in good standing at an Southeast Asia. His research interests include accredited institution may apply for the India program. criminology, sociology of law, and sociological theory..
Recommended publications
  • As Rich in Beauty As in Historic Sites, North India and Rajasthan Is a Much Visited Region
    India P88-135 18/9/06 14:35 Page 92 Rajasthan & The North Introduction As rich in beauty as in historic sites, North India and Rajasthan is a much visited region. Delhi, the entry point for the North can SHOPPING HORSE AND CAMEL SAFARIS take you back with its vibrancy and Specialities include marble inlay work, precious Please contact our reservations team for details. and semi-precious gemstones, embroidered and growth from its Mughal past and British block-printed fabrics, miniature Mughal-style FAIRS & FESTIVALS painting, famous blue pottery, exquisitely carved Get caught up in the excitement of flamboyant rule. The famous Golden Triangle route furniture, costume jewellery, tribal artefacts, and religious festivals celebrated with a special local starts here and takes in Jaipur and then don't forget to get some clothes tailor-made! farvour. onwards to the Taj Mahal at Agra. There’s SHOPPING AREAS Feb - Jaisalmer Desert Festival, Jaisalmer Agra, marble and stoneware inlay work Taj so much to see in the region with Mughal complex, Fatehbad Raod and Sabdar Bazaar. Feb - Taj Mahotsav, Agra influence spreading from Rajasthan in Delhi, Janpath, Lajpat Nagar, Chandini Chowk, Mar - Holi, North India the west to the ornate Hindu temples of Sarojini Nagar and Ajmal Khan Market. Mar - Elephant Festival, Jaipur Khajuraho and Orcha in the east, which Jaipur, Hawa Mahal area, Chowpars for printed Apr - Ganghur Festival, Rajasthan fabrics, Johari Bazaar for jewellery and gems, leads to the holy city of Varanasi where silverware etc. Aug - Sri Krishna Janmasthami, Mathura - Vrindavan pilgrims gather to bathe in the crowded Jodhpur, Sojati Gate and Station area, Tripolia Bazaar, Nai Sarak and Sardar Market.
    [Show full text]
  • Chapter 9: Outline Notes “Ancient India” Lesson 9.1 – Early Civilizations
    Name: ______________________________________ Date: _____________ Period: __________ #: _____ Chapter 9: Outline Notes “Ancient India” Lesson 9.1 – Early Civilizations The Geography of India: India and several other countries make up the _______________________ of India. o A subcontinent is a large _______________ that is smaller than a continent. The Indian subcontinent is part of the ____________. 1. Mountains, Plains, and Rivers: a. To the north, India is separated from the rest of Asia by rugged mountain system. One of these mountains systems in the __________________ that has the tallest mountain in the world ____________ ______________. b. Wide fertile plains lie at the foot of India’s extensive mountain ranges. The plains owe their rich soil to the three great rivers that flow through the region. These are the _________, Ganges, and ________________________ rivers. c. The landforms in central and southern India are much different from the landforms in the north. d. Along the west and east coasts are lush ______________ ________. Further inland there are eroded mountains that left areas of rugged _________. e. Between the mountains is a dry highland known as the ____________________ ______________. f. Seasonal winds called ____________________ have a large influence on India’s climate. The summer rains bring farmers ___________ that they need for their ____________. People _________ the arrival of the monsoon rains. However, they sometimes cause ______________ that destroy crops and can even kill _______________ and ________________. If the rain comes too late, there may be a long dry period called a _________________. The Indus Valley Civilization: India’s first civilization began in the valley around the _____________ River.
    [Show full text]
  • Secondary Indian Culture and Heritage
    Culture: An Introduction MODULE - I Understanding Culture Notes 1 CULTURE: AN INTRODUCTION he English word ‘Culture’ is derived from the Latin term ‘cult or cultus’ meaning tilling, or cultivating or refining and worship. In sum it means cultivating and refining Ta thing to such an extent that its end product evokes our admiration and respect. This is practically the same as ‘Sanskriti’ of the Sanskrit language. The term ‘Sanskriti’ has been derived from the root ‘Kri (to do) of Sanskrit language. Three words came from this root ‘Kri; prakriti’ (basic matter or condition), ‘Sanskriti’ (refined matter or condition) and ‘vikriti’ (modified or decayed matter or condition) when ‘prakriti’ or a raw material is refined it becomes ‘Sanskriti’ and when broken or damaged it becomes ‘vikriti’. OBJECTIVES After studying this lesson you will be able to: understand the concept and meaning of culture; establish the relationship between culture and civilization; Establish the link between culture and heritage; discuss the role and impact of culture in human life. 1.1 CONCEPT OF CULTURE Culture is a way of life. The food you eat, the clothes you wear, the language you speak in and the God you worship all are aspects of culture. In very simple terms, we can say that culture is the embodiment of the way in which we think and do things. It is also the things Indian Culture and Heritage Secondary Course 1 MODULE - I Culture: An Introduction Understanding Culture that we have inherited as members of society. All the achievements of human beings as members of social groups can be called culture.
    [Show full text]
  • Ann Grodzins Gold
    Ann Grodzins Gold Department of Religion, 501 Hall of Languages 106 Brandon Place Syracuse University Ithaca, New York 14850 Syracuse, New York 13244-1170 (607) 273-5020 (315) 443-3861/5717 email: [email protected] Education PhD 1984 University of Chicago, Anthropology MA 1978 University of Chicago, Anthropology BA 1975 University of Chicago, Anthropology Professional Experience 2011-present Thomas J. Watson Professor of Religion, Syracuse University 1996-present Professor, Department of Religion, Syracuse University and (since 2000), Professor of Anthropology, The Maxwell School, Syracuse University 2015-2016 Chair, Department of Religion, Syracuse University 2005-2008 Director, South Asia Center, Moynihan Institute of Global Affairs, Syracuse University 2005-2007 William P. Tolley Distinguished Teaching Professor in the Humanities 1993-1996 Assistant Professor, Department of Religion, Syracuse University 1992-1993 Adjunct Assistant Professor, Department of Asian Studies, Cornell University 1991-1992 Visiting Assistant Professor, Department of Anthropology, Cornell University 1991-1993 Associate Director, South Asia Program, Cornell University 1990-1991 Visiting Assistant Professor, Department of Sociology and Anthropology, Colgate University, Hamilton, New York 1988-1989 Acting Assistant Professor of South Asian Culture, Department of Asian Studies, Cornell University 1985-1986 Visiting Assistant Professor, Departments of Anthropology and Asian Studies, Cornell University Fellowships, Awards and Honors (selected) 2016 My work selected as the subject for a Portrait, including my own reflections and four review essays by other scholars; Religion and Society: Advances in Research 7:1-36. http://www.berghahnjournals.com/view/journals/religion-and- society/7/1/religion-and-society.7.issue-1.xml 2014-15 John Simon Guggenheim Memorial Foundation Fellowship for Shiptown: North Indian Lives between Rural and Urban.
    [Show full text]
  • Impact of Cultural Dimensions on Apparel Purchase Behaviour “Comparison of North and South Indian States”
    Global Journal of Management and Business Studies. ISSN 2248-9878 Volume 3, Number 5 (2013), pp. 497-502 © Research India Publications http://www.ripublication.com/gjmbs.htm Impact of Cultural Dimensions on Apparel Purchase Behaviour “Comparison of North and South Indian States” Atul Kumar1, M. Ravichandran2 and Vikas Nath3 1Bharati Vidyapeeth University Institute of Management and Research, New Delhi A-4, Paschim Vihar, Rohtak Road, New Delhi(India) – 110063. 1SRM University, NCR Campus,Delhi Meerut Road, Pin code - 201204. 2University of Madras,University Building, Chepauk Campus, Triplicane, Chennai, TN 600005. 3Bharati Vidyapeeth University Institute of Management and Research, New Delhi, A-4, Paschim Vihar, Rohtak Road, New Delhi– 110063, India Abstract Purpose: The present paper is a modest attempt to compares the impact of culture on apparel purchase in North India and South India. Design/Methodology/Approach: This paper adopts Hofstede cultural dimensions to explain the difference in the apparel purchase between the two regions viz. North India and South India. A questionnaire survey was conducted on sample size of 700 respondents from northern and southern states of India. Data was then analyzed using Factor analysis, Multiple regressions, Anova. Originality/Value: Today’s marketer is confronted not only with the challenge of identifying the segments but also has to counter the impact of globalization which has removed all boundaries. India is one of the most culturally diverse nations of the world. The traditional method of using whole country as the culti unit is not applicable in case of India. India can be divided into numerous cultures and traditions. One of the basis of segmentation in India is North India and South India.
    [Show full text]
  • The History of India : As Told by Its Own Historians. the Muhammadan Period
    wmmmimmB::::::: President White Library, Cornell UNivER'SfTY. f\,^»m^^ »ff^t CORNELL UNIVERSITY LIBRARY 3 1924 073 036 786 The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924073036786 THE HISTORY OF INDIA. THE HISTORY OF INDIA, BY ITS OWS HISTORIAl^S. THE MUHAMMADAN PERIOD. THE POSTHUMOUS PAPEES OF THE LATE SIR H. M. ELLIOT, K.O.B.. EDITED AND CONTINUED BY PEOFESSOE JOHN D0W80N, M.E.A.S., STAFF COLLEGE, SAMDHXJRST. YOL, YIII. LONDON: TEiJBJSTEE AND CO., 57 and 59, LUDGATE HILL. 1877. [_All rights reserved.l 'H /\. I O'^Tt"^ STEPHEN AUSTIN AND SONS, PRINTERS, HERTFORD. PREFACE. Eleven years have elapsed since the materials collected by Sir BE. M. Elliot for this work were first placed in my hands for revision and publication. In bulk the papers seemed sufficient and more than sufficient for the projected work, and it was thought that an Editor would have little to do beyond selecting extracts for publication and revising the press. "With this belief I undertook the work, and it was announced as preparing for publication under my care. When the papers came into my possession, and the work of selection was entered upon, I soon found that the MSS., so far from being superabundant, were very deficient, and that for some of the most important reigns, as those of Akbar and Aurangzeb, no provision had been made. The work had been long advertised, and had received the support of the Secretary of State for India, not as a series of Selections from the Papers of Sir H.
    [Show full text]
  • Situation Report ‐ 2
    SITUATION REPORT ‐ 2 North India Floods – 2010 (Uttarakhand, Haryana, Delhi, UP, Bihar) 21st Sept 2010, 1300h A. KEY HIGHLIGHTS: The flood situation on monday continued to remain grim in many parts of North India: Uttarakhand, Haryana, Delhi, Uttar Pradesh and Bihar. Uttrakhand: • Over 76 people dead and thousands homeless. • Major rivers continue to swell. • The Ganga in Haridwar flowing above the danger level and breached its embankment at Bishanpur Kundi village inundating areas like Luxor, Rayasi and Gangadaspur. • Almora, Chamauli, Uttarkashi and Nainital are worst hit districts • In Tehri, the reservoir level reached 831.05 meter and heavy discharge is being made from the hydel project. A high alert has been issued in low‐lying areas in Tehri. • The construction work of 400 MW Koteshwar dam has been stopped due to rise in the water level of Bhagirathi river. • Chief Minister Ramesh Pokhariyal Nishank made an aerial survey of flood and disaster‐affected areas in the state. Prime Minister, Dr. Manmohan Singh, sanctioned an ex‐gratia amount of Rs. one lakh to the next of kin of each of the deceased and Rs. fifty thousand to those seriously injured in the floods from the Prime Minister’s National Relief Fund. • In the wake of the worsening flood situation, the Railways have cancelled some trains bound for Dehradun and Haridwar while a few others were diverted or short terminated at various stations.The steps were taken after landslides were reported between Haridwar‐Motichur sections and breaches between Raisi‐Balawali on Moradabad Division, said a Northern Railway spokesperson. • NDRF have been deployed for recue operations.
    [Show full text]
  • THE CODES of CONDUCT of the TERAPANTH¯ SAMANº ORDER1 Peter Fl¨Ugel SOAS, UNIVERSITY of LONDON
    SOUTH ASIA RESEARCH www.sagepublications.com VOL 23 NO1 MAY 2003 Vol. 23(1): 7–53; 034031 Copyright © 2003 SAGE Publications New Delhi, Thousand Oaks, London THE CODES OF CONDUCT OF THE TERAPANTH¯ SAMANº ORDER1 Peter Fl¨ugel SOAS, UNIVERSITY OF LONDON ABSTRACT The article investigates the relationship between canonical rules (dharma) and customary rules (mary¯ad¯a) in contemporary Jain mendicant life. It focuses on an analysis of the Ter¯apanth Svet¯´ ambara Jain mendicant order and presents translations and analyses of the rules and regulations and initiation rituals for a new category of Jain novices, the samanº order, which was introduced by the Ter¯apanth in 1981. It is argued that variations and cumulative changes in post-canonical monastic law can be understood in terms of rule specification and secondary canonization and not only in terms of exceptions to the rule. The article contributes both to the anthropology of South Asian asceticism and monasticism and to the exploration of the mary¯ad¯a and ava´¯ syaka literatures of the Jains. KEYWORDS: asceticism, ava´¯ syaka literature, canonization, initia- tion, Jainism, Jain religious practice, monastic law, modernisation, renunciation, rites of atonement, vinaya literature Introduction Surprisingly few details are known about the history and organization of contemporary Jain mendicant orders. Although the canonical Jain vinaya literature has been studied extensively during the last hundred and twenty years of academic scholarship,2 the codes of conduct of current Jain mendicant orders3 remained largely unexplored, mainly because they are not easily accessible and written in vernacular languages rather than in Prakrit or Sanskrit.
    [Show full text]
  • Getting to Know Your Indian-American Neighbors (PDF)
    Seeking Educational and Language and Culture Employment Opportunities LANGUAGES: INDIANS HAVE COME TO THE UNITED STATES: INDIA IS DIVIDED INTO MANY STATES WHICH ARE • Early immigrants came for freedom from foreign oppression BASICALLY LANGUAGE-REGIONS. • American universities later attracted thousands from India • All major languages of North are from Indo-Aryan family of • America offered good quality living and good jobs which Sanskrit is the foundation • Languages of South are of Dravidian origin, with distinct IMMIGRATION BEGAN IN THE 1800’s ancient literary heritage and script • As citizens of the British Empire (later Commonwealth), • English is one of the official languages of India, used in Indians settled in all parts of the world government and professional work • Early 1900’s: Thousands of Sikhs opposed to British rule • Ancient poems, songs, folk tales are highly regarded in came to the west coast, especially California, to become a modern Indian culture major farming community • The Vedas (1500 B.C.), hymns to gods, are world’s oldest • 1930-1940: Strict U.S. immigration laws prevented most continuously used literature Asians from coming; Only 496 Indians entered U.S.; all were • The Upanishads (800 B.C.): basis of Hindu philosophy denied citizenship • Mahabharat and Ramayan, stories of good and evil, are • 1960’s to present: Increased immigration of Indians, espe- BORDERED: known by almost every villager; have artistically influ- cially students, professionals and businessmen • on north by China, Nepal, Tibet, Bhutan and Himalayas enced other cultures • on west and northwest by Pakistan and Arabian Sea • Performed in Michigan are some classical and folk dances INDIANS IN THE U.S.
    [Show full text]
  • Climate Change Impacts and Adaptation by Communities in a Tribal Region of Central Himalaya: a Study from Uttarakhand Himalaya India
    Climate Change Impacts and Adaptation by Communities in a Tribal Region of Central Himalaya: A Study from Uttarakhand Himalaya India Dinesh Pratap* ABSTRACT Impact of climate change is more pronounced in ecologically fragile mountain areas such as Himalayas where rapid altitudinal change results in high degree of variation in relief, natural vegetation and hydrology within short horizontal distance. The area selected for this study is located in Uttarakhand Himalaya which forms parts of Central Himalayan region of India. It is a mountainous tract with altitudinal range of 450mt to 3000mt and experiences cool- temperate climate. While forests cover 44% of the area, the cropping area is less than 10 % and another 43% is occupied by Common Pool Resources’ area. The tribal population comprises of 56% whereas another marginal community, the Scheduled Castes, makes up 34% of total population. The area and lags behind in development with low literacy rate (55%), poor health facilities and 70% of population being below poverty line. The climate data from regional meteorological observatories situated at distant locations from study area show the increase of average temperature by 0.50 C, decrease in rainfall, upward shifting of vegetation line etc in last 40 years. The Vulnerability Atlas of Indian Agriculture has classified the area as moderately vulnerable and having low adaptation capability. Thus it was chosen for understanding the impending climate change impacts and adaptation strategies. The analysis presented in the paper, apart from some secondary information, is based on climate data from local weather stations and primary survey conducted in six villages situated between altitude 900mt and 2000mt.
    [Show full text]
  • Cultural History of Indian Subcontinent; with Special Reference to Arts and Music
    1 Cultural History of Indian subcontinent; with special reference to Arts and Music Author Raazia Hassan Naqvi Lecturer Department of Social Work (DSW) University of the Punjab, www.pu.edu.pk Lahore, Pakistan. Co-Author Muhammad Ibrar Mohmand Lecturer Department of Social Work (DSW) Institute of Social Work, Sociology and Gender Studies (ISSG) University of Peshawar, www.upesh.edu.pk Peshawar, Pakistan. 2 Introduction Before partition in 1947, the Indian subcontinent includes Pakistan, India and Bangladesh; today, the three independent countries and nations. This Indian Subcontinent has a history of some five millennium years and was spread over the area of one and a half millions of square miles (Swarup, 1968). The region is rich in natural as well as physical beauty. It has mountains, plains, forests, deserts, lakes, hills, and rivers with different climate and seasons throughout the year. This natural beauty has deep influence on the culture and life style of the people of the region. This land has been an object of invasion either from the route of mountains or the sea, bringing with it the new masses and ideas and assimilating and changing the culture of the people. The invaders were the Aryans, the Dravidians, the Parthians, the Greeks, the Sakas, the Kushans, the Huns, the Turks, the Afghans, and the Mongols (Singh, 2008) who all brought their unique cultures with them and the amalgamation gave rise to a new Indian Cilvilization. Indus Valley Civilization or Pre-Vedic Period The history of Indian subcontinent starts with the Indus Valley Civilization and the coming of Aryans both are known as Pre-Vedic and Vedic periods.
    [Show full text]
  • Health of Women and Children in the Sundarbans Islands Bipasha Biswas Eastern Washington University, [email protected]
    Eastern Washington University EWU Digital Commons Social Work Faculty Publications Social Work 5-2013 The God Of Death Takes Half Of Our Children: Health Of Women And Children In The Sundarbans Islands Bipasha Biswas Eastern Washington University, [email protected] Follow this and additional works at: http://dc.ewu.edu/sowk_fac Part of the Social Work Commons Recommended Citation Biswas, Bipasha, "The God Of Death Takes Half Of Our Children: Health Of Women And Children In The undS arbans Islands" (2013). Social Work Faculty Publications. Paper 4. http://dc.ewu.edu/sowk_fac/4 This Article is brought to you for free and open access by the Social Work at EWU Digital Commons. It has been accepted for inclusion in Social Work Faculty Publications by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. PART 3: COMMENTARY “The God of Death Takes Half of Our Children”: Health of Women and Children in the Sundarbans Islands Bipasha Biswas, PhD, MSW Abstract: Grassroots level health care workers provided insights into rural women’s health concerns at a program development workshop held at Sundarban Islands in West Bengal, India. This report describes these narratives and identifi es strategies for potential interven- tion plans. The narratives suggest layers of disenfranchisement compounded by gender inequality and geographic instability. Key words: Sundarbans, maternal and child health, girl- child, grassroots- level health care workers, India he Sundarbans group of islands is home to over three million people where the Tthreat of natural disasters including cyclones and droughts are as common as the daily ebb and fl ow of water in this land of 18 ebbs and tides.1 The islands, along with the region under the territory of Bangladesh, form the largest delta in the world at the confl uence of the Ganges, Brahmaputra, and Meghna rivers.2 This island nation is perhaps best known for the Royal Bengal Tigers and other fl ora and fauna including the now threatened mangrove forest, and species of snakes, spotted deer, and birds.
    [Show full text]