The Anarchy by the Same Author
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Carnatic Wars - Second Carnatic War [Modern Indian History Notes UPSC]
UPSC Civil Services Examination UPSC Notes [GS-I] Topic: Carnatic Wars - Second Carnatic War [Modern Indian History Notes UPSC] NCERT notes on important topics for the UPSC Civil Services Exam. These notes will also be useful for other competitive exams like Bank PO, SSC, state civil services exams and so on. This article talks about The First Second War. Facts about the Second Carnatic War Fought between: Different claimants to the posts of the Nizam of Hyderabad, and the Nawab of the Carnatic; each claimant being supported either by the British or the French. People involved: Muhammad Ali and Chanda Sahib (for the Nawabship of the Carnatic or Arcot); Muzaffar Jung and Nasir Jung (for the post of the Nizam of Hyderabad). When: 1749 – 1754 Where: Carnatic (Southern India) Result: Muzaffar Jung became Hyderabad’s Nizam. Muhammad Ali became the Nawab of the Carnatic. Course of the Second Carnatic War The first Carnatic War demonstrated the power of the well-trained European army vis-à-vis the less than efficient armies of the Indian princes. The French Governor-General Dupleix wanted to take advantage of this, and assert influence and authority over the Indian kingdoms, so as to make way for a French Empire in India. So, he was looking to interfere in the internal power struggles among Indian chiefs. Even though England and France were officially at peace with each other as there was no fighting in Europe, the political climate in Southern Indian at that time led their companies to fight in the subcontinent. The Nizam of Hyderabad, Asaf Jah I died in 1748 starting a power struggle between his grandson (through his daughter) Muzaffar Jung, and his son Nasir Jung. -
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. -
Classic Arms (Pty) Ltd Is Proud to Present Its 56Th Auction of Collectable, Classic, Sporting & Other Arms, Accoutrements and Edged Weapons
Classic Arms (Pty) Ltd Is proud to present its 56th Auction Of Collectable, Classic, Sporting & Other Arms, Accoutrements and Edged Weapons. The Portuguese Club, Nita Street, Del Judor X4, Witbank on 1st April 2017 Viewing will start at 09:00 and Auction at 12:00 Enquiries: Tel: 013 656 2923 Fax: 013 656 1835 Email: [email protected] CATEGORY A ~ COLLECTABLES Lot # Lot Description Estimate A1 Deactivated Tokarev M1938 [SVT] Semi-Auto Rifle R 4500.00 One of the first successful semi-auto rifles to see military service. Russian manufactured 1941. Very good condition. A2 7,62mm FN Heavy Barrel Deact R 6950.00 Ex Rhodesian war example complete with Rhodesian camo paint. Bipod and carrying handle removed. New SA spec deact with moving parts. A3 .177 Air Rifle-Unidentified Early Model R 200.00 Fair condition. A4 .177 Webley Mk11 Service Air Rifle R 4500.00 Bolt action type air rifle which would originally have had both .177 and .22 calibre barrels. Detachable barrel of 25,5", ramp foresight, adjustable rear sight and tang peep sight. Air receiver marked "Webley Service Air Rifle Mark 11" Stock in good plus condition, some loss to finish of metalwork, cocking lever not engaging and would require attention. A5 .177 Webley Mk3 "Super Target" Air Rifle R 3950.00 Introduced 1963, production is assumed to have terminated in 1975. Fitted with Parker-Hale PH17B target peep sight and tunnel foresight FS22A. No rear sight blade at all. Spare foresight blades in screw top canister fitted to underside of pistol grip. "Supertarget" to air chamber. -
Mughal Warfare
1111 2 3 4 5111 Mughal Warfare 6 7 8 9 1011 1 2 3111 Mughal Warfare offers a much-needed new survey of the military history 4 of Mughal India during the age of imperial splendour from 1500 to 1700. 5 Jos Gommans looks at warfare as an integrated aspect of pre-colonial Indian 6 society. 7 Based on a vast range of primary sources from Europe and India, this 8 thorough study explores the wider geo-political, cultural and institutional 9 context of the Mughal military. Gommans also details practical and tech- 20111 nological aspects of combat, such as gunpowder technologies and the 1 animals used in battle. His comparative analysis throws new light on much- 2 contested theories of gunpowder empires and the spread of the military 3 revolution. 4 As the first original analysis of Mughal warfare for almost a century, this 5 will make essential reading for military specialists, students of military history 6 and general Asian history. 7 8 Jos Gommans teaches Indian history at the Kern Institute of Leiden 9 University in the Netherlands. His previous publications include The Rise 30111 of the Indo-Afghan Empire, 1710–1780 (1995) as well as numerous articles 1 on the medieval and early modern history of South Asia. 2 3 4 5 6 7 8 9 40111 1 2 3 44111 1111 Warfare and History 2 General Editor 3 Jeremy Black 4 Professor of History, University of Exeter 5 6 Air Power in the Age of Total War The Soviet Military Experience 7 John Buckley Roger R. -
77 No 4 July-August. 1982
77 NO 4 JULY-AUGUST. 1982 C J‘N-fm'Ay LIBERTY July1August, 1982 •ITHE•TOLERANCE•GAMEIN • - - --y --„st • "I Will Tomorrow Not at School Be" • - • - --==r - - BY ELFRIEDE VOLK How I dreaded hearing else about going to a new school—having Taking a deep breath, I blurted, "I will the teachers and students find out that I was every Saturday away be. I go to—to church my Canadian teacher's different, that I was "strange." As a at Saturday." displaced person following the war, I had I clenched my teeth, dreading what might response! been through the humiliation several times come. I thought of Hugo Schwarz, a friend sat on the sunlit steps of the one-room already. My family had moved from Ger- in Germany, who spent every weekend in country school, trying to pay attention many to Czechoslovakia, to Poland, to jail because he refused to let his children to Gary, a grade-six student, reading Sweden, to Holland, and finally to Canada. attend school on Saturday, which he consid- 1from Dick and Jane. But Gary's voice And here I was, in my sixth country, and I ered to be God's holy Sabbath. Young as I kept drifting out of my consciousness; I was only 10 years old. was, I knew that every country had its own was wrestling with a problem far greater than I remembered the last school I had laws. What would be the Canadian posi- the complexities of learning a new language. attended in Holland, where a delegation of tion? It was Friday afternoon, and I knew that students had demanded why I had special The teacher tilted up my chin and smiled today I would have to tell my teacher. -
Story of Lord Clive
Conditions and Terms of Use Copyright © Heritage History 2010 TO ST. CLAIR CUNNINGHAM Some rights reserved This text was produced and distributed by Heritage History, an Dear St. Clair, organization dedicated to the preservation of classical juvenile history books, and to the promotion of the works of traditional history authors. The tell me that you are going to be a soldier. The books which Heritage History republishes are in the I do not know upon which branch of the Service you public domain and are no longer protected by the original copyright. have set your heart, but, whichever it may be, you cannot They may therefore be reproduced within the United States without go wrong if you take for your model that great fighter, Lord paying a royalty to the author. Clive, of some of whose deeds I have tried to tell you. The text and pictures used to produce this version of the work, however, are the property of Heritage History and are subject to certain Yours always, restrictions. These restrictions are imposed for the purpose of protecting the integrity of the work, for preventing plagiarism, and for helping to JOHN LANG. assure that compromised versions of the work are not widely disseminated. In order to preserve information regarding the origin of this text, a copyright by the author, and a Heritage History distribution date are included at the foot of every page of text. We require all electronic TABLE OF CONTENTS and printed versions of this text include these markings and that users adhere to the following restrictions. -
Using and Analyzing Political Cartoons
USING AND ANALYZING POLITICAL CARTOONS EDUCATION OUTREACH THE COLONIAL WILLIAMSBURG FOUNDATION This packet of materials was developed by William Fetsko, Colonial Williamsburg Productions, Colonial Williamsburg. © 2001 by the Colonial Williamsburg Foundation, Williamsburg, Virginia INTRODUCTION TO LESSONS Political cartoons, or satires, as they were referred to in the eighteenth century, have provided a visual means by which individuals could express their opinions. They have been used throughout history to engage viewers in a discussion about an event, issue, or individual. In addition, they have also become a valuable instructional resource. However, in order for cartoons to be used effectively in the classroom, students must understand how to interpret them. So often they are asked to view a cartoon and explain what is being depicted when they really don’t know how to proceed. With that in mind, the material that follows identifies the various elements cartoonists often incorporate into their work. Once these have been taught to the students, they will then be in a better position to interpret a cartoon. In addition, this package also contains a series of representative cartoons from the Colonial period. Descriptors for these are found in the Appendix. Finally, a number of suggestions are included for the various ways cartoons can be used for instructional purposes. When used properly, cartoons can help meet many needs, and the skill of interpretation is something that has life-long application. 2 © C 2001 olonial  POLITICAL CARTOONS AN INTRODUCTION Cartoons differ in purpose, whether they seek to amuse, as does comic art; make life more bearable, as does the social cartoon; or bring order through governmental action, as does the successful political cartoon. -
I Spy Activity Sheet
Annaʻs Adventures I Spy Decipher the Cipher! You are a member of the Culper Ring, an espionage organization from the Revoutionary War. Practice your ciphering skills by decoding the inspiring words of a famous patriot. G Use these keys to decipher the code above. As you can see, the key is made up of two diagrams with letters inside. To decode the message, match the coded symbols above to the letters in the key. If the symbol has no dot, use the first letter in the key. If the symbol has a dot, use the second letter. A B C D E F S T G H I J K L Y Z U V W X M N O P Q R For example, look at the first symbol of the code. The highlighted portion of the key has the same shape as the first symbol. That shape has two letters in it, a “G” and an “H”. The first symbol in the code has no dot, so it must stand for the letter “G”. When you’re done decoding the message, try using the key to write messages of your own! Did You Know? Spying was a dangerous business! Nathan Hale, a spy for the Continental Army during the American Revolution, was executed by the British on September 22, 1776. It was then that he uttered his famous last words: “I only regret that I have but one life to give for my country.” © Jamestown-Yorktown Foundation • P.O. Box 1607, Williamsburg, VA 23187 June 2015 Annaʻs Adventures I Spy Un-Mask a Secret! A spy gave you the secret message below. -
Casualty of War a Portrait of Maharaja Duleep Singh
CASUALTY OF WAR: Portrait of Maharajah Duleep Singh 2013 Poster Colour, Gouache and gold dust on Conservation mountboard (Museums of Scotland Collection) Artists’ Commentary - © The Singh Twins 2104. ‘Casualty of War: A Portrait of Maharaja Duleep Singh’ - A Summary This painting is inspired by a group of artefacts (mostly jewellery) in the National Museum of Scotland collections that are associated with the historical figure of Maharaja Duleep Singh whose life is intimately connected with British history. Essentially, it depicts the man behind these artefacts. But rather than being a straightforward portrait, it paints a narrative of his life, times and legacy to provide a context for exploring what these artefacts represent from different perspectives. That is, not just as the once personal property of a Sikh Maharaja now in public British possession, but as material objects belonging to a specific culture and time - namely, that of pre-Partition India, Colonialism and Empire. Interwoven into this visual history, is Duleep Singh’s special connection with Sir John Login, an individual who, possibly more than any other, influenced Duleep Singh’s early upbringing. And whose involvement with the Maharaja, both as his guardian and as a key player in British interests in India, reflected the ambiguous nature of Duleep Singh’s relationship with the British establishment. On the one hand, it shows Duleep Singh’s importance as an historical figure of tremendous significance and global relevance whose life story is inextricably tied to and helped shaped British-Indian, Punjabi, Anglo-Sikh history, politics and culture, past and present. On the other hand, it depicts Duleep Singh as the tragic, human figure. -
IHMN Reference Sheet V4
IHMN Reference Sheet v4 Turn Sequence If a Walker takes a hit roll on the following table: 1. Initiative 1d10 Effect Roll 1d10 and add Leadership. Re-roll ties. 1-3 Steersman hit, roll Pluck as normal. If it is a 2. Movement knocked down result then steersman is Figures in Heavy Armour lose their Speed bonus. stunned and the Walker ceases to function Figures in Medium or Heavy Armour cannot Run. until he ‘gets up’. Any figure already engaged in a Fight cannot move 4-5 Steering damaged, cannot turn Left (4) or other than to Disengage (3.2.4). Right (5). A figure may be moved in any direction. 6-7 Weapon damaged. The owner picks one Its movement may be slowed by the terrain (4.1). weapon, it cannot be used again this game. 8 Armour damaged. Reduce to armour 7. Difficult 9 Immobilised. Cannot move but can still use Transport Move Terrain weapons. Armoured Steam Lorry 6” No 10 Walker is destroyed. Steersman must make Ape howdah 9” Ignores Pluck roll to jump free before it explodes. Bicycle 9” No If any result but ‘Steersman hit’ is rolled twice take the Black Maria, horse-drawn 6” No next highest result. Carriage, horse-drawn 6” No Edison Beam translator n/a No 3. Shooting Electro-trike 12” No Roll 1d10 + SV + Weapon + other modifiers. Hansom Cab, horse-drawn 9” No Hercules Steam Lorry 6” No Common Shooting Modifiers Modifier Horse / Camel 12” Yes* Hussy Wagon, horse-drawn 6” No Target moved 3” or more this turn -2 Luft harness 4” Ignores Target has run this turn -3 Omnibus, horse-drawn 6” No Omnibus, Steam 6” No Shooter moved 3” or more this turn -4 Ornithopter 9” Ignores Rickshaw 6” No Shooting at a target that is in a Fight -4 Rocket Cycle 18” No Volley fire: each additional shooter adds +1 Rocket pack 12” Ignores Shanks’ pony (foot) 6” + Spd Yes* Target is in Difficult terrain (type 1/2/3) -1/-2/-3 Steam Carriage 9” No Steam Elephant & Howdah 6” Yes* Target is currently Knocked Down +2 Steam Hansom 12” No Tram, electric 9” No 4. -
7 Battles of Mughal Army
Battles of Mughal Army Module - II Military History of Medieval India 7 BATTLES OF MUGHAL ARMY Note In the previous lesson, you studied the factors that encouraged Babur to invade India, composition of the Mughal Army and their war equipment and weapons. You also learnt that the Mughal artillery was a new weapon of war and terrifying to the enemies. The gunpowder played a vital role in winning battles and in the establishment and expansion of the Mughal empire. In this lesson, you will study the three important battles fought by Babur which laid a solid foundation of the Mughal rule in India. Panipat (a town in Haryana) has been described as the pivot of Indian history for 300 years. And its story begins in the first great battle that took place in 1526. The victory at Panipat, significant as it was, did not allow Babur the luxury to sit back and savour the moment for long. For there were other enemies such as that of Rana Sanga, the powerful ruler of Mewar to be subdued in land called Hindustan. After capturing Delhi, Babur lived for only four more years. His son Humayun and grandson Akbar continued the consolidation of Mughal power after his death. Although Mughal influence reached its political peak during Akbar's time, the foundation was laid by Akbar's grandfather. Objectives After studing this lesson you will be able to: explain the first battle of Panipat and battle field tactics of the Mughals and discuss the power-struggle that existed during the early years of the Mughal Dynasty. -
The Glorifying History of Golconda Fort
High Technology Letters ISSN NO : 1006-6748 The Glorifying History of Golconda Fort Dr.K.Karpagam, Assistant Professor, Department of History, D.G.Government Arts College for Women, Mayiladuthurai, Nagapattinam District – 609001 Abstract India is a vast country with a lot of diversity in her physical and social environment. We see people around us speaking different languages, having different religions and practising different rituals. We can also see these diversities in their food habits and dress patterns. Besides, look at the myriad forms of dance and music in our country. But within all these diversities there is an underlying unity which acts as a cementing force. The intermingling of people has been steadily taking place in India over centuries. A number of people of different racial stock, ethnic backgrounds and religious beliefs have settled down here. Let us not forget that the composite and dynamic character of Indian culture is a result of the rich contributions of all these diverse cultural groups over a long period of time. The distinctive features of Indian culture and its uniqueness are the precious possession of all Indians. Significance : The art and architecture of a nation is the cultural identity of the country towards the other countries and that's why the country which has a beach art and architecture is always prestigious to the other countries. The architecture of India is rooted in its history, culture and religion. Among a number of architectural styles and traditions, the contrasting Hindu temple architecture and Indo- Islamic architecture are the best known historical styles. Both of these, but especially the former, have a number of regional styles within them.