Chapter I Halayudha
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A Historical Perspective (1000-1687 Ce)
ISSN:2277-7881; IMPACT FACTOR :7.816(2021); IC VALUE:5.16; ISI VALUE:2.286 Peer Reviewed and Refereed Journal: VOLUME:10, ISSUE:5(1), May:2021 Online Copy of Article Publication Available: www.ijmer.in Digital certificate of publication:http://ijmer.in/pdf/e-Certificate%20of%20Publication-IJMER.pdf Cover Page DOI: http://ijmer.in.doi./2021/10.05.68 Scopus Review ID: A2B96D3ACF3FEA2A Article Received: 10th May- Publication Date:30th May 2021 SOCIETY, CULTURE AND ECONOMY IN MEDIVAL ANDHRADESA – A HISTORICAL PERSPECTIVE (1000-1687 CE) P.Ganga Reddy Research Scholar and Faculty Department of History, Government Degree College Nirmal Dist. Telangana State, India Abstract Historians earlier treated the medieval period of Andhradesa History as a great phase. It was so because, during this time, the whole country was divided into numerous regional states that were busy getting. However, recent studies have indicated that, though politically divided, India witnessed a growth of new and rich cultural activities in art, literature and language. In fact, some best specimens of temple architecture and Indian literature belong to this period. Thus, far from being emphdark, it may be treated as a bright and vibrant phase of Indian History. This research paper’s main objectives are to identify the various regional kingdoms that emerged during AD 1000 and AD 1687; examine the nature of the states; highlight the social and economic changes; evaluate the cultural activities; and more. Keywords:Social History, Cultural Identity, Princely States, Conquering Politics, State Craft Political Mobilization, Medieval Power Structure. Introduction Statement of Problem “Some have argued that as language is the medium of knowledge, that which comes in the form of language constitutes a text; since language is interpreted by the individual, the reading by the individual gives meaning to the text; therefore, each time a text is read by a different individual it acquires a fresh meaning. -
0X0a I Don't Know Gregor Weichbrodt FROHMANN
0x0a I Don’t Know Gregor Weichbrodt FROHMANN I Don’t Know Gregor Weichbrodt 0x0a Contents I Don’t Know .................................................................4 About This Book .......................................................353 Imprint ........................................................................354 I Don’t Know I’m not well-versed in Literature. Sensibility – what is that? What in God’s name is An Afterword? I haven’t the faintest idea. And concerning Book design, I am fully ignorant. What is ‘A Slipcase’ supposed to mean again, and what the heck is Boriswood? The Canons of page construction – I don’t know what that is. I haven’t got a clue. How am I supposed to make sense of Traditional Chinese bookbinding, and what the hell is an Initial? Containers are a mystery to me. And what about A Post box, and what on earth is The Hollow Nickel Case? An Ammunition box – dunno. Couldn’t tell you. I’m not well-versed in Postal systems. And I don’t know what Bulk mail is or what is supposed to be special about A Catcher pouch. I don’t know what people mean by ‘Bags’. What’s the deal with The Arhuaca mochila, and what is the mystery about A Bin bag? Am I supposed to be familiar with A Carpet bag? How should I know? Cradleboard? Come again? Never heard of it. I have no idea. A Changing bag – never heard of it. I’ve never heard of Carriages. A Dogcart – what does that mean? A Ralli car? Doesn’t ring a bell. I have absolutely no idea. And what the hell is Tandem, and what is the deal with the Mail coach? 4 I don’t know the first thing about Postal system of the United Kingdom. -
Bibliography
Bibliography A. Aaboe, Episodes from the Early History of Mathematics (Random House, New York, 1964) A.D. Aczel, Fermat’s Last Theorem: Unlocking the Secret of an Ancient Mathematical Problem (Four Walls Eight Windows, New York, 1996) D. Adamson, Blaise Pascal: Mathematician, Physicist, and Thinker About God (St. Martin’s Press, New York, 1995) R.P. Agarwal, H. Agarwal, S.K. Sen, Birth, Growth and Computation of Pi to ten trillion digits. Adv. Differ. Equat. 2013, 100 (2013) A.A. Al-Daffa’, The Muslim Contribution to Mathematics (Humanities Press, Atlantic Highlands, 1977) A.A. Al-Daffa’, J.J. Stroyls, Studies in the Exact Sciences in Medieval Islam (Wiley, New York, 1984) E.J. Aiton, Leibniz: A Biography (A. Hilger, Bristol, Boston, 1984) R.E. Allen, Greek Philosophy: Thales to Aristotle (The Free Press, New York, 1966) G.J. Allman, Greek Geometry from Thales to Euclid (Arno Press, New York, 1976) E.N. da C. Andrade, Sir Issac Newton, His Life and Work (Doubleday & Co., New York, 1954) W.S. Anglin, Mathematics: A Concise History and Philosophy (Springer, New York, 1994) W.S. Anglin, The Queen of Mathematics (Kluwer, Dordrecht, 1995) H.D. Anthony, Sir Isaac Newton (Abelard-Schuman, New York, 1960) H.G. Apostle, Aristotle’s Philosophy of Mathematics (The University of Chicago Press, Chicago, 1952) R.C. Archibald, Outline of the history of mathematics.Am. Math. Monthly 56 (1949) B. Artmann, Euclid: The Creation of Mathematics (Springer, New York, 1999) C.N. Srinivasa Ayyangar, The History of Ancient Indian Mathematics (World Press Private Ltd., Calcutta, 1967) A.K. Bag, Mathematics in Ancient and Medieval India (Chaukhambha Orientalia, Varanasi, 1979) W.W.R. -
A New Philology: from Norm-Bound Practice to Practice-Bound Norm in Kannada Intellectual History
A New Philology: From Norm-bound Practice to Practice-bound Norm in Kannada Intellectual History Sheldon Pollock A number of regional languages in premodern South Asia possess philological traditions—whereby I refer to commentarial work as well as grammatical, metrical, rhetorical, and related disciplines—that constitute a vast, important, and scarcely examined domain. The Tamil embodiment of this tradition, thanks to the work of François Gros and scholars like him—though there are few like him—has actually been reasonably well served. For the history of Kannada philology, however, the situation is radically different. Modern scholarship written in Kannada itself is stunning; men such as R. Narasimhachar, D. L. Narasimhachar, B. M. Srikantia, M. V. Seetha Ramiah, M. Timmappaya, and M. G. Pai, and most recently T. V. Venkatachala Sastry, are the equal of any known to me from elsewhere, scholars endowed with authentic philological sensibilities, deep historical understanding, and keen critical intelligence. But almost nothing on the subject has been written outside of Kannada. Faced with what is virtually a blank slate for western readers, I aim here to present some brief reflections on several of the principal texts and persons of early Kannada philology; on what I believe was a crucial, but rarely noted conceptual revolution with great consequences for the history of consciousness and culture in South Asia, and to which that philology contributed importantly; and on the significance of all this intellectual activity for the political sphere of premodern Karnataka. I. The Kaviràjamàrga (c. 850) had already gone some way in establishing the groundwork for a systematic reflection on and disciplinary organization of literary Kannada.1 The philologization we find in the Màrga, which was to develop uninterruptedly for another four centuries or more, is not only precocious but, with respect to its relationship with other literary cultures of southern India, both autonomous and uncommon. -
History of Buddhism and Jainism Upto 1000 A.D
Syllabus M.A. Part - II Paper - VII : (Option B) History of Buddhism and Jainism upto 1000 A.D. 1. Sources (Buddhism) a) Canonical and Non-Canonical Pali Literature b) Art and Architecture. 2. The Buddha Life of Buddha (from Birth till the Mahaparinirvana). 3. Teachings of Buddha a) Four Noble Truths. Eight fold path b) Law of Dependent Origination. (Paticcaccsamuccapada) c) Origin and Development of Sangha and Vinaya. 4. Buddhism and its Expansion a) Three Buddhist Councils b) Dhamma messengers sent by Asoka (Ashoka) after 3rd Buddhist Council, c) Buddhist Sects. 5. Impact of Buddhism on Society. a) Epistemological and Logical Aspects of Buddhism. 6. Sources (Jainism) Agamas - Literature of Jaina. Art and Architecture. 7. The Mahavira. Life of Mahavira. 8. Teachings of Mahavira a) Ethics b) NineTattvas c) Anekaravada • d) Six Dravyas 9. Spread of Jainism. a) Three Jaina councils b) King Samprati‘s contribution. c) Major Jain Sects 10. Impact of Jainism on Society 1 SOURCES OF BUDDHISM : (LITERARY SOURCES) Unit Structure : 1.0 Objectives 1.1 Introduction 1.2 Importance of Various Sources 1.3 Literary Sources Canonical Pali Literature 1.4 Non-Canonical Pali Literature 1.5 How Authentic is Pali -Literature ? 1.6 Summary 1.7 Suggested Readings 1.8 Unit End Questions 1.0 OBJECTIVES (A) By reading this material student will understand which sources should be utilized for getting the information about Ancient Indian History and Culture & History of Buddhism itself. (B) Student will understand importance of the original literary sources known as ‗BUDDHA VACANA‘(Words of the Buddha) and its allied literature as a chief source for deriving information pertaining to history and culture. -
Vedic Mathematics Indian Mathematics from Vedic Period Until
Vedic Mathematics Indian Mathematics from Vedic Period until today is ‘Vedic Mathematics’ Ravi Kumar Iyer Mob. +91 8076 4843 56 Vedic Mathematics I am sorry I am not able to meet you Physically. But once the pandemic is over, let us meet and learn VM properly. Today is only a TRILER I need your cooperation If possible pl sit with your school going children above the age of 12. They pick up very quickly I have conducted VM workshops in many leading universities in USA, Canada, Holland, Norway, Australia, New Zealand etc. Also in Royal Society My 5 Sessions on VM in Radio Sydney won maximum attendance award [email protected], www.hindugenius.blogspot.com Quotes on Indian Mathematics We owe a lot to Indians, who taught us how to count, without which no worthwhile scientific discovery could have been made. Albert Einstein Let Noble Thoughts come from all 4 directions. Rig Veda Ancient Vedic Shloka over 5,000 years back "Om purna mada purna midam Purnaat purnam udachyate Purnasya purnam adaaya Purnam eva vasishyate Om shanti shanti shantih” (Isha Upanishad) Guillaume de l'Hôpital Which translates into: 1661- 1704 France, Paris INFINITY ÷÷ INFINITY = INFINITY "That is the whole, this is the Whole; from the Whole, the Whole arises; taking away the Whole from the Whole, the Whole remains“ (Replace Whole by Infinity) Great Mathematicians of Vedic Period Indian Mathematics from Vedic Period until today is ‘Vedic Mathematics’ How old is Vedic Civilization ?? How old is Vedic Civilization ?? Thomas Alva Edison (1847 – 1931) Gramaphone 1877 Max Müller (1823 – 1900) I worship Agni who is the priest, the one who leads us from the front, who is the deity subject matter of a ritual, a yajna who is the one who makes the formal invocations in the yajna who is the source, storehouse and the bestower of all wealth, gems, precious stones etc 1 -1-1 of Rigvedam. -
Teaching Mathematics for the Learners
Associate Degree in Education (ADE) Teaching of Mathematics CODE No: 6409 UNITS: 1–9 DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD i (All rights Reserved with the Publisher) First Printing .................................... 2015 Quantity ........................................... 500 Printing Coordinator ........................ Printing Press Operation Committee Printer .............................................. AIOU, Printing Press Publisher .......................................... Allama Iqbal Open University, Islamabad ii COURSE TEAM Chairman: Prof. Dr. Tanveer Uz Zaman Writers: 1. Farkhunda Rasheed Ch. 2. Muhammad Azeem 3. Dr Amjad Ali 4. Irum Naseer Reviewers: 1. Prof. Dr. Tanveer Uz Zaman 2. Farkhunda Rasheed Ch. 3. Samima Kashif 4. Dr. Iqbal Shah Course Development Coordinator: MS Saima Kashif Course Coordinator : Prof. Dr. Tanveer-Uz-Zaman Assisted in Course Development: Farkhunda Rasheed Choudhary Formatting & Layout Design: Mushtaq Hussain iii TABLE OF CONTENTS Unit # Name of Unit Page No. Unit 1: Introduction ........................................................................................3 Unit 2: Enhancing Learner Understands of Mathematics ........................55 Unit 3: Teaching and Learning of Mathematics ........................................83 Unit 4: Learning Aids and Mathematics Laboratory ..............................105 Unit 5: Teaching of Some Important Concepts ........................................121 Unit 6: Teaching of Algebra, Geometry & -