DOCSLIB.ORG

Department of History

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Department of History l- DUWURU RAMANAMMA WOMENS COLLEGE: GUDUR (AUTONOMOUS) \. Re- accredited by NAAC with 'A'Grade Recognized by UGC as "College" With Potential for Excellence" DEPARTMENT OF HISTORY BOARD OF STUDIES MEETING ON L7.7,2014 DUYVTJRU RAMANAMMA WOMEN'S COLLEGE GUDUR.524rOI (Autonomous) Re-accredited by NACC with .A' grade .& Recognized by UGC as college with potential for excellence PART- II HISTORY PAPER.{HISTORY AND CULTURE OF INDIA UPTO 1526 UniFI Influence of Geography on History - Survey of the Sources - Indus valley civilization - its characteristic feature;; - Vedic culture - Early and later Vedic periods - post. Vedic period - Emergerrce of Vama and caste system- Rise ofnew religious Movements - Jainism and Buddhism in 6'h Century B.C Impact on society and culture. Unit-II A brief survey of political conditions in ancient India- Magadha-Alexander's Invasion and Mouryas - Ashoka's Dharma. Its nature and prop-ogation - Mouran Administration -Economy-Art and Ar.chitecture. Unit-IIl A compulsory Historical visit to imporlant Historicaly sites A brief political survey of kushans, Guptas, puswabuthi and Rajputs polity and Administration - social condition - Caste system -position of women - Economy - Indian Feudalism - Art -Architecture - Education, Literature, Philosophy, Scicncc and Technology. THREE YEAR B.A- DEGREE EXAMINATION rIRST YEAR EXAMINATION PART - II HISTORY I - Semfuter Paper-I History and Culture oflndi| upto 1526 A,D. Timei 3 Hours Pattem of Question Paper Max. Marks:70 PART - A Answer rny TwO questions. Erch quBtion crrries 20 mrrks. Olarks; 2x20r=40) 1. Describe the influence of Geographical conditions on lndian History and culture? 2,: Bring out the characteristic featues oflndus Valley Civilization? 3. What changes do you observe in the transition from Rig Vedic to Later Vedic pedod in the life ofAryans? 4. write an essay qn the Mauryan Administration? PART - B Answer any TWO questions. Eech question carri€s l0 mrrks. (Marksr 2x10=20) 5. Write in detail about the Vedic literature? 6. Whal is Ashoka Dhamma and the steps taken to propagate it ? 7. Life and teachings of Goutama Buddha ? 8.' Wdte about the reasons for the down fall of Cupta Dynasty ? PART _ ( Answer any TWO questions; Each question carries 5 marks. ' (Marks:2x5=10) 9. Magadha's Rise to Supremacy. 10. Sangam Literatue. I 1. Kanishka. 12. Ha$havardhana. THREE YEAR B.A. DEGREE EXAMINATION DUYVURU RAIVIANAMMA WOMEN'S COLLEGE GUDUR-524101 (Autonomous) Re-accrerlited by NACC with .A' grade & Recognized by UGC as college with Potential for excellence PART.II HISTORY PAPER ;[[ HISTORY AND CULTURtr OF INDIA UPTO 1526 Unit-IV r A briefpolitical survey of south India - Sangham Age - Satavahanas - Pollavas - Cholas - Chalukyas and Rastxakutas - kakatiya and vijayanagara - polity and Administration, Society - Economy - Art and - Architecture. Unit-V 1I Invasions of Arabs, Ghaznavids and Ghoris and Delhi Sultanate-A brief political survey, polity and Administration undcr Delhi Sultanate-society, composition of rural society, Nobility - status of women. Economic and technological development, Agriculture-Industry-Tr:ide and Commerce,Urabanisation, Art and Architecture -Fine Arts -Education and Literature. Unit-VI Itr . Impact of Islam on Indian Society and Culture - Bhakthi arid Sufi Movements Emergence of Composite culture. FIRST YEAR EXAMINATION PART - II HISTORY II - Semister Paper-Il History and Culture oflndia upto 1526 A.D. Timc: 3 Hours Pattem ofQuestion Paper Max. Marks:70 PART - A Ansrver any TWO questions. Each question carries 20 marks. ' (Marks:2x20=40) 1. Write in detail about the Pal lava's coDtribution to Indian culture in t}e Literary. Art and Arclritectural fields. 2. Write about the Socio-economic alld Cultural conditions ofthe Sultanate period.? 3. Write about the reforms of Mahammad - Bin- Tughluk.? 4. Cultural conditions during the Vijayanagar rule.? . PART- B Answer any TWO questions. Each question carries 10 marks, (Marksr 2xl0=20) 5.. What are the causes, courses and consequences of Gazni Muhammad's attacks on India ? 6. Write an essay on Kakathiyas. ? 7, Describe in detail about the Medieval Bhakti Movement in lndia. ? 8. Write an essay on Local Self - Govemment in the Cholaperiod. ? PART - C Answcr any TWO questions. Each question carries 5 marks. (Marks:2x5=10) 9. Reasons for the down fall ofthe Vijayanagara Dynasty. 10. PratapaRudra II. I f. srikrishna Deva Raya.. 12. Bahamani Kingdom. H DUVITJRU RAMANAMMA WOMEN'S COLLEGE GUDUR-524IOI (Autonomous) Re-accr€dit€d by NACC with 'A' grade & Recognized by UGC as college with Potential for excellence PART _ II HISTORY III SEMESTER PAPER III - HISTORY AND CULTURE OF INDIA (1526-1950 A.D) SYLLABUS (With effect from the academic year 20ll-20121 Unit -I: Survey of Sources - Establishment of Mugal Empire -Sur Interrugnam - Brief Survey o f Political Histofy upto I707 AD -Polity and administration Society -Social Composition -Ulema -Nobility -Peesantry-artisans-slaves-Status of Women Economy: Agriculture lndustries. l'rode and Commerce. Economic and Techonogical develooments: Religion, Education, Literature, Art, Architectur€ and Fine Arts. - Decline and Disintegration of Mughal Empire Unit - II: Rise ofRegional Powers-Maratas - Peeshwas -Sikhs. Unit -III : Advent of European powers Portuguese,Dutch,English and French Expansion and consolidation of British Ernpire-Wars-Diplomacy - Policies Pursued-Subsidiary Alliance Doctrine of lapse Unit -IV: Economic policies and changes-Mercantilism and free-trade policies-Land Revenue Setllement-Permanent-Ryotwari-N-4Ahalwari System-l;;igation Corrmercialization ofAgriculture Condition of peasants-Fam incs-De{cline ofCottage industries fdeindustrilisation) THREE YEAR B.A DEGREE EXAMINATION II YEAR EXAMINATTON PART II - HISTORY PAPER III _ HISTORY AND CULTURE OF INDIA (1526-I957) III Sf,MESTER MODEL QUESTION PAPER (with effect from the academic year 20ll-2012) Time : 3hours Max.Marks :70 ' sf,cTIoN - A Answer any Two questiotrs. Each question carries 20 marks (20x2=40) l. Write about the Historical Sources for Mughal History. 2. Describe the religious policy ofAkbar. 3, Write about the social and Economic conditions of Mugbal History, 4. Write an essay on military campaigns ofShivaji. , SECTION - B Answer any Two questions. Each question carries 10 marks (2xfF20) 5. W te about Shahjahan's Golden Age. 6. How for Aurangajeb was responsible for rhe downGll of Mughal Empire. 7. Write an essay on Peshwas Contribution for the Expansion ofMarata Empire. 8. Dalhousis Dotrine ofLapse and it's impact. SECTION _ C Answer any Two questions. Each question carries 5 marks (5x2=10) 9. Batde ofPanipat 1526. 10. Mughal Art. I l. Noorjahan 12. Porhlseese Colonies. DUWTJRU RAMANAMMA WOMEN'S COLLEGE GUDUR-524101 (Autonomous) Re-accredited by NACC with 'A' grade & Recognized- by UGC as college with Potential for excellence PART - II HISTORY rySEMESTER A'D) PAPER IV - HISTORY AND CULTURX OF INDIA (1526-1950 SYLLABUS (With effect from the academic year 20t 1-2012) and Unit-I : Anti-Coloniat Upsurge-Peasant and Tribal revolts-1857 revolFcauses -resuhs nanlre. Education-Emergence of unit -II : Factors for social change -christian Missionaries-westren movements New Middle Classcs -Crowth of press Socio-religious Relorm - mission Brahma Samaj -Arya samaj -Theosophicat Society -Ramakrishna Aligarah Movement National Unit -III : Indian National Movement -Factors for the growth ofNationalism-lndian moverments Congress_Thaee Phases of Freedom struggle-revolutionary of Princely States Unit -IV : Emergence of Communal trends-partition of India-lntegration into lndian Union. THREE YEAR B.A DEGREE EXAMINATION II YEAR EXAMINATION PART II - HISTORY PAPER IV - HISTORY AND CULTUR.E OF rNDIA (1526_1957) IV SEMESTER MODEL QUESTION PAPER (with effect from the academic year 20ll-2012) Tirne | 3hours' Mar.Marks :70 SECTION - A Answer any Two questions.Each question carries 20 marks (20x2=aD) - l. Brifg out the contributions of Chdstian Missionaries in different fields in India. 2. Write about the New Social Classes that emerged in India during the British rule in India and asses the role played by them. 3. Givc the account ofthe growth ofpress in India. - 4. Write about an essay on 196 century socio- religious reform movements SECTION _ B Answer any Two questions .Each question carries 10 marks (2xr0=20) 5. What are the factoG responsible fo! the growth of nationalism. o. wnte about Satt Sathyagaha. 7. Reasons for panition oflndia. 8. Services of Vallabhai Patel to independent lndia SECTION _ C Answer any Two questions. Each question carries 5 marks . (sx2=10) 9. Modemtes 10. Mohrnmad Ali Zinnah ' 11. Left wing movement ffi\ vlKRAtiA SiMHApURi LrNrVERSifi. SUrytlwr Daroamitta N!'I I { )pt. - Er4 003 IN B.A SYLLABUS Paper III HISTORY OF MODERN WORD (1453-1945 AD) Unit -l : Nature of Feudalism in Euope and Asia - Geographicar Discoveries characteristic features of Renaissa$€ -significance of Reformation and counter Reformation Movemenl in Europe Emergence of Nation States. Unit -II : Age of Revolutions - Glorious revolution (16gg) _ Ame can Revolution (1776) _ French Revoludon(1789) Unit -III : Unifications ofltaly and Germany Utrit -IV i Irdustrial _ Revolution - Ris€ of Capitalism Mercattalism _ Colonialism _ Capitalism UDit -V : World between -1945 powers l9l4 Rivalry among Colonial Imperialist. Causes and Consequences ofFirst world war-world between two war" -League ofNations, Fascism in ltaly. Nazism in Germany, Militarism in Japan - Communist Movements in Russia ard china, Unit -VI ; Causes and
Load more

Recommended publications
  • Configurations of the Indic States System
    Comparative Civilizations Review Volume 34 Number 34 Spring 1996 Article 6 4-1-1996 Configurations of the Indic States System David Wilkinson University of California, Los Angeles Follow this and additional works at: https://scholarsarchive.byu.edu/ccr Recommended Citation Wilkinson, David (1996) "Configurations of the Indic States System," Comparative Civilizations Review: Vol. 34 : No. 34 , Article 6. Available at: https://scholarsarchive.byu.edu/ccr/vol34/iss34/6 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in Comparative Civilizations Review by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Wilkinson: Configurations of the Indic States System 63 CONFIGURATIONS OF THE INDIC STATES SYSTEM David Wilkinson In his essay "De systematibus civitatum," Martin Wight sought to clari- fy Pufendorfs concept of states-systems, and in doing so "to formulate some of the questions or propositions which a comparative study of states-systems would examine." (1977:22) "States system" is variously defined, with variation especially as to the degrees of common purpose, unity of action, and mutually recognized legitima- cy thought to be properly entailed by that concept. As cited by Wight (1977:21-23), Heeren's concept is federal, Pufendorfs confederal, Wight's own one rather of mutuality of recognized legitimate independence. Montague Bernard's minimal definition—"a group of states having relations more or less permanent with one another"—begs no questions, and is adopted in this article. Wight's essay poses a rich menu of questions for the comparative study of states systems.
    [Show full text]
  • 2020101479.Pdf
    PUBLIC LJFE AND VQLUNTARYSOCIAL SERVICE ORGANIZATIONS The connotation of p~blic life covers all politicalandsocial activitios concemed with the life of the community at latge. The aspect of public life- in the di~trict is reflee-ted by the activity of recognized and organized political parties and representation of the district in the legislative chambers at Central and State level. 1st General Elections (Lok Sabha) .- The First General Elections were held in 1952. In spite of doubts expressed about the wisdom ofadult suffrage the results fully justified the confidence reposed in the common man and r<tised the credit of India in international spherel, The present Faridabad district was a part of Gurgaon .Parliamentary Constituency in the General Elections of 1952. This parliamentary constituency was a single-rnember one and it retumed a Congress candidate. The political patties (the Indian National Congress arid Zamindarafarty)and independenb entered the fray. The General Elections of 19S7toLokSabha.- The extentof thesingle- \ . member' parliamentary constituency of Gurgaon' rema:ined unchanged. The constituency returned a Congress cahdidate,'The Indian National Congress and the Bharatiya Jan Sangh contested the,elections. Third General Elections of 1962 (Lok Sabha).- As in the- previous elections, the district remained tagged with the Gurgaon Parliamentary Constituency. It was a single-member constituency. It retumed a Congress candidate to the. Lok Sabha. The political patties.the. Indian National Congress, the Bharatiya Jan 8angh, the Republican Party and Independents enteled the political contest. The General Elections of 1967' (Lok Sabha) .- This time the single parliamentary constituency of Gurgaon unlike the previous elections, returnod an inde~ndent candidate.
    [Show full text]
  • Jat Agitation: an Overview
    www.ijcrt.org © 2018 IJCRT | Volume 6, Issue 2 May 2018 | ISSN: 2320-2882 JAT AGITATION: AN OVERVIEW Narinder Pal Bharat Ganrajya (India) is the land of saints, scholars, warriors, agriculturalists, politicians etc. having different set of tradition, cultures, social and religious identities and norms. It consists of 29 states and 07 union territories mainly made on lingual basis. Haryana is one of them in northern region also called as Haritanka, Bahu Dhana (land of riches), Bahudhanak (land of th plentiful grains) etc. Haryana consists of 44,212 km/sq. area and its population is 18 largest according to census report of 2011. Haryana is an agriculturalist state and recently in news for the Jat agitation going on for reservation under OBC quota. Jats are mainly in north India from Uttar Pradesh, Rajasthan, Haryana, Punjab and Delhi. In Haryana, Jats consists of nearly 29% of total population. So, we can say that jats have largest population in Haryana. They are basically pastoralists in ancient time, then with time they became as agriculturalists and later during British period they also served in army also, now jats are there in almost every office of Haryana. IJCRT1133633 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 201 www.ijcrt.org © 2018 IJCRT | Volume 6, Issue 2 May 2018 | ISSN: 2320-2882 Composition of Population in Haryana castes Population in percentage Jat’s 29 Jat Sikh 4 Ahirs 10 Gujjars 2.8 Rajput’s 3 Saini’s 2.5 Ror’s 1 Aggarwal’s 5 Brahmin’s 7 Khatri/Arora 8 Chamar 10 Valmiki 4 Dhanak 2 Meo 2 Bishnoi 7 IJCRT1133633 International Journal of Creative Research Thoughts (IJCRT) www.ijcrt.org 202 www.ijcrt.org © 2018 IJCRT | Volume 6, Issue 2 May 2018 | ISSN: 2320-2882 Causes of Agitation • Firstly, we can say that jats are mainly the peasant class and now days the condition of agriculture is worst.
    [Show full text]
  • Reportable in the Supreme Court of India Civil
    1 REPORTABLE IN THE SUPREME COURT OF INDIA CIVIL ORIGINAL JURISDICTION WRIT PETITION (CIVIL) NO. 274 OF 2014 RAM SINGH & ORS. ...PETITIONER (S) VERSUS UNION OF INDIA ...RESPONDENT (S) WITH W.P. (C) No. 261 of 2014, W.P. (C) No.278 of 2014, W.P. (C) No.297 of 2014, W.P. (C) No.298 of 2014, W.P. (C) No.305 of 2014, W.P. (C) No. 357 of 2014 & W.P. (C) No.955 of 2014 J U D G M E N T RANJAN GOGOI, J. 1. The challenge in the present group of writ petitions is to a Notification published in the Gazette of India dated 04.03.2014 by which the Jat Community has been included in the Central List of Backward Classes for the States of Bihar, 2 Gujarat, Haryana, Himachal Pradesh, Madhya Pradesh, NCT of Delhi, Bharatpur and Dholpur districts of Rajasthan, Uttar Pradesh and Uttarakhand. The said Notification was issued pursuant to the decision taken by the Union Cabinet on 02.03.2014 to reject the advice tendered by the National Commission for Backward Classes (NCBC) to the contrary on the ground that the said advice “did not adequately take into account the ground realities”. RESUME OF THE CORE FACTS : 2. Pursuant to several requests received from individuals, organisations and associations for inclusion of Jats in the Central List of Backward Classes for the States of Haryana, Rajasthan, Madhya Pradesh and Uttar Pradesh, the National Commission for Backward Classes (NCBC) studied their claims and submitted a report on 28.11.1997.
    [Show full text]
  • History of India
    HISTORY OF INDIA VOLUME - 2 History of India Edited by A. V. Williams Jackson, Ph.D., LL.D., Professor of Indo-Iranian Languages in Columbia University Volume 2 – From the Sixth Century B.C. to the Mohammedan Conquest, Including the Invasion of Alexander the Great By: Vincent A. Smith, M.A., M.R.A.S., F.R.N.S. Late of the Indian Civil Service, Author of “Asoka, the Buddhist Emperor of India” 1906 Reproduced by Sani H. Panhwar (2018) Preface by the Editor This volume covers the interesting period from the century in which Buddha appeared down to the first centuries after the Mohammedans entered India, or, roughly speaking, from 600 B.C. to 1200 A.D. During this long era India, now Aryanized, was brought into closer contact with the outer world. The invasion of Alexander the Great gave her at least a touch of the West; the spread of Buddhism and the growth of trade created new relations with China and Central Asia; and, toward the close of the period, the great movements which had their origin in Arabia brought her under the influences which affected the East historically after the rise of Islam. In no previous work will the reader find so thorough and so comprehensive a description as Mr. Vincent Smith has given of Alexander’s inroad into India and of his exploits which stirred, even if they did not deeply move, the soul of India; nor has there existed hitherto so full an account of the great rulers, Chandragupta, Asoka, and Harsha, each of whom made famous the age in which he lived.
    [Show full text]
  • ANCIENT INDIA All Bights Reserved ANCIENT INDIA
    CORNELL UNIVERSITY LIBRARY Date ANCIENT INDIA All Bights reserved ANCIENT INDIA BY S. KRISHNASWAMI AIYANGAE, M.A. Member of the Royal Asiatic Society of Oreal Britain and Ireland Fellow of the Roijal Bistorical Society, London. Member ol the Board of Studies, and Examiner in History and Economics. Vnirersity of Madras Mysore Education Serria: WITH AN INTRODUCTION BY VINCENT A. SMITH, M.A., I.C.S. (retired) ' Author of the ' Early History of India LONDON: LUZAC & Co., IC great kussell isteeet MADEAS: S.P.C.K. DEPOSITORY, VEPBEY 1911 1)5 4-04- /\fl 6 ^,©XKg^ PRINTED AT THE :. PKESS, VEPBKY, MADRAS 1911 "^QXYS^ ) INSCRIBED TO THE :ME:M0RY OP JOHN WEIE [Inspector-General op Education in JIybore] ( November 1, 1909—July 31, 1911 Cornell University Library The original of tliis 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/cu31924022968840 PEEFACE The first chapter deals with the early portion of Indian History, and so the title ' Ancient India ' has been given to the book. The other chapters deal with a variety ot subjects, and are based on lectures given on different occa- sions. One was originally prepared as my thesis for the M.A. Degree Examination of the University of Madras. The favourable reception given to my early work by historical and oriental scholars encouraged me to put my researches into a more permanent form, which a liberal grant from the Madras School Book and Literature Society has enabled me to do.
    [Show full text]
  • The Administrator 2016
    ISSN 2319-6157 THE ADMINISTRATOR Journal of LBSNAA July, 2016 Volume 57, Number 2 Editorial Board Mr. Rajeev Kapoor, Director Chairperson Mr. Tejveer Singh, Joint Director Member Prof. (Dr.) Mononita Kundu Das Member Secretary Lal Bahadur Shastri National Academy of Administration | ii | The Administrator 57 (2) The Administrator 57 (2) iii The Administrator Volume 57 July, 2016 Number 2 TOWARDS SOCIAL JUSTICE: 01 A Critical Analysis of Reservation Policies in India Tejveer Singh, IAS, Joint Director, LBSNAA, Mussoorie Converting India Post into Post Bank of India: 10 A Paradigm Shift in Indian Financial Inclusion Story Nidhi Choudhary, IAS, Maharashtra Copyright © 2016 TRPC Lal Bahadur Shastri National Academy of Administration, Mussoorie (Uttarakhand) Perspectives and Horizons of Inclusive 16 Economic Development and the Indian saga Abhishek Jain, IAS, Himachal Pradesh Reviewing The Enclave Exchange 27 Dr. Saumitra Mohan, IAS, West Bengal Land Records Modernisation in India 32 This Journal or any part thereof may not be reproduced in any form without the Sudeshna Mitra, Deepika Jha, IIHS, Bangalore written permission of the publisher. Sikkim Earthquake September 18, 2011 40 The view expressed and facts stated in the articles contained in this volume are of with reference to Disaster Management Laws in India the individual authors and are in no way those of either the Editor, the institution Dr. Mononita Kundu Das, Professor of Law, LBSNAA, Mussoorie to which he/she belongs, or of the publisher PRERNA: Program for Result Enhancement,
    [Show full text]
  • Unit 10 Emergence of Rashtrakutas*
    History of India from C. 300 C.E. to 1206 UNIT 10 EMERGENCE OF RASHTRAKUTAS* Structure 10.0 Objectives 10.1 Introduction 10.2 Historical Backgrounds of the Empire 10.3 The Rashtrakuta Empire 10.4 Disintegration of the Empire 10.5 Administration 10.6 Polity, Society, Religion, Literature 10.7 Summary 10.8 Key Words 10.9 Answers to Check Your Progress Exercises 10.10 Suggested Readings 10.0 OBJECTIVES In this Unit, we will discuss about the origin and emergence of the Rashtrakutas and the formation of Rashtrakuta empire. Later, we will also explore the organization and nature of Rashtrakuta state with social, religious, educational, cultural achievements during the Rashtrakutas. After studying the Unit, you will be able to learn about: major and minor kingdoms that were ruling over different territories of south India between 8th and 11th centuries; emergence of the Rashtrakutas as a dominant power in Deccan; the process of the formation of Rashtrakuta empire and contributions of different kings; the nature of early medieval polity and administration in the Deccan; significant components of the feudal political structure such as ideological bases, bureaucracy, military, control mechanism, villages etc.; and social, religious, educational, architectural and cultural developments within the Rashtrakuta empire. 10.1 INTRODUCTION India witnessed three powerful kingdoms between c. 750 and 1000 CE: Pala empire, Pratihara empire and Rashtrakuta empire in south India. These kingdoms fought each other to establish their respective hegemony which was the trend of early medieval India. Historian Noboru Karashima treats the empire as a new type of state, i.e.
    [Show full text]
  • Regional Imbalance in the Indian State of Andhra Pradesh with Special Reference to Telengana
    REGIONAL IMBALANCE IN THE INDIAN STATE OF ANDHRA PRADESH WITH SPECIAL REFERENCE TO TELENGANA A Dissertation submitted to the Tilak Maharashtra University Towards the Fulfillment of the Requirements for the Degree of MASTER OF PHILOSOPHY IN POLITICAL SCIENCE Submitted by: Supervised by: Robinson. Undrasi (Rg. No: 2207012987) Dr. Manik Sonawane Principal, (SDA) Head, Dept.of Political science, Mumbai Central. T.M.V. Sadashiv Peth, Pune DEPARTMENT OF POLITICAL SCIENCE TILAK MAHARASHTRA UNIVERSITY SADASHIV PETH, PUNE 411031 JANUARY 2013 DECLARATION BY THE CANDIDATE I, Robinson Undrasi declare on oath that the references and literature which are quoted in my dissertation entitle “Regional imbalance in the Indian state of Andhra Pradesh with special reference to Telangana” are from original sources and are acknowledged at the appropriate place in the dissertation. I declare further that I have not used this information for any purpose other than my research. Place : Mumbai Date : January, 2013 (Robinson Undrasi) Dr. Manik D. Sonawane Post-Graduate Dept. of Political M.A., M.Phil, Ph.d. Science and Public Administration, Head of the Department Tilak Maharashtra Vidya Peeth Sadashiv Peth, Pune. 411030 Ph. 020-24454866 ==================================================== CERTIFICATE BY GUIDE This is Certified that the work incorporated in his ‘M.Phil’ dissertation “Regional imbalance in the Indian state of Andhra Pradesh with special reference to Telangana” submitted by Robinson Undrasi was carried out under my supervision. Such material as obtained from other sources has been duly acknowledged in the dissertation. Date: / / Dr. Manik D. Sonawane ACKNOWLEDGEMENT I express my sincere gratitude to my guide Dr. Manik Sonawane, Head of Department of Political Science Tilak Maharashtra Vidyapeth for his valuable guidance, critical comments, encourage and constent inspiration throughout this course of investigation.
    [Show full text]
  • Documentation of Best Practices in Land Resources Management in India
    About the Centre for Rural Studies The Centre for Rural Studies (CRS) is a Research Centre of Lal Baha- Documentation of Best Practices in Land dur Shastri National Academy of Administration, Musoorie. It was set Resources Management in India up in the year 1989 by the Ministry of Rural Development, Govern- Snehasis Mishra ment of India, with a multifaceted agenda that included among others, Dr. Varsha Ganguly the concurrent evaluation of the ever-unfolding ground realities pertain- ing to the implementation of the Land Reforms and Poverty Alleviation Programmes in India. Sensitizing of the officer trainees of the Indian Administrative Service in the process of evaluating of land reforms and poverty alleviation programmes by exposing them to the ground reali- ties; setting up a forum for regular exchange of views on land reforms and poverty alleviation between academicians, administrators, activists and concerned citizens and creating awareness amongst the public about the various programmes initiated by the government of India through non-governmental organizations are also important objectives of the Centre for Rural Studies. A large number of books, reports relat- ed to land reforms, poverty alleviation programmes, rural socio- economic problems etc. published both externally and internally bear testimony to the excellent quality of the Centre. CENTRE FOR RURAL STUDIES LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION MUSSOORIE-248179 Documentation of Best Practices in Land Resources Management in India Edited by Snehasis Mishra Dr. Varsha Ganguly Centre for Rural Studies LBS National Academy of Administration Mussoorie Documentation of Best Practices in Land Resources Management in India Contributors Snehasis Mishra Dr.
    [Show full text]
  • List of Villages Having More Than 40% Sc Population in Haryana
    LIST OF VILLAGES HAVING MORE THAN 40% SC POPULATION IN HARYANA S.No DISTRICT VILLAGE NAME 1 Panchkula Bihla(237) 2 Panchkula Tagra Hakimpur(150) 3 Panchkula Samlehri(11) 4 Panchkula Bhoj Kothi(323) 5 Panchkula Natwal(23) 6 Panchkula Rampur Jangi(92) 7 Panchkula Manka(233) 8 Panchkula Amrala(242) 9 Panchkula Miranpur Bakhshiwala(194) 10 Panchkula Nagal Sodhian(191) 11 Panchkula Sangrana(251) 12 Panchkula Nawagaon Urf Khader(24) 13 Panchkula Dakrog(169) 14 Panchkula Baswal(125) 15 Panchkula Kanguwala(Part)(146) 16 Panchkula Nagal Bhaga(138) 17 Panchkula Bitna(153) 18 Panchkula Thane ki Ser(134) 19 Panchkula Orian(147) 20 Panchkula Jaithal(156) 21 Panchkula Khoi(167) 22 Ambala Baknaur(282) 23 Ambala Chudiali(160) 24 Ambala Khanpur Labana(296) 25 Ambala Dadiana(36) 26 Ambala Tejan(254) 27 Ambala Singhpura(28) 28 Ambala Ferozepur Kathka(118) 29 Ambala Kasairla Kalan(246) 30 Ambala Khuda Khurd(99) 31 Ambala Dhanana(36) 32 Ambala Sajjan Majri(213) 33 Ambala Taprian (33) 34 Ambala Bhoolpura (58) 35 Ambala Shekhmajra(108) 36 Ambala Machhonda(105) 37 Ambala Bakarpur(297) 38 Ambala Rukhri(142) 39 Ambala Lohgarh(34) 40 Ambala Dhin (143) 41 Ambala Dhorali(169) 42 Ambala Alipur (89) 43 Ambala Shahpur (87) 44 Ambala Ramgarh (98) 45 Ambala Dhurala(159) 46 Ambala bekonpur (146) 47 Ambala Khaspur( 266) 48 Ambala Dhurala(119) 49 Ambala Santokhi (53) 50 Ambala Raju Majra (299) 51 Ambala Bara Korwa (279) 52 Ambala Nek Nawan (108) 53 Ambala Adhoi (233) 54 Ambala Parail(287) 55 Ambala Sambhalkha (130) 56 Ambala Hamayupur 179 57 Ambala Babaheri (165) 58 Ambala
    [Show full text]
  • India: the Ancient Past: a History of the Indian Sub-Continent from C. 7000 Bc to Ad 1200
    India: The Ancient Past ‘Burjor Avari’s balanced and well-researched book is a most reliable guide to the period of Indian history that it covers. It displays consider- able mastery of primary and secondary literature and distils it into a wonderfully lucid exposition. This book should be of interest to both lay readers and academic experts.’ Lord Bhikhu Parekh, University of Westminster A clear and systematic introduction to the rich story of the Indian past from early pre-history up until the beginning of the second millennium, this survey provides a fascinating account of the early development of Indian culture and civilisation. The study covers topics such as the Harappan Civilisation, the rise of Hindu culture, the influx of Islam from the eighth to the twelfth century, and key empires, states and dynasties. Through such topics and their histori ographies, the book engages with methodological and controversial issues. Features of this richly illustrated guide also include a range of maps to illustrate different time periods and geographical regions. Selected source extracts for review and reflection can be found at the end of every chapter, together with questions for discussion. India: The Ancient Past provides comprehensive coverage of the political, spiritual, cultural and geographical history of India in a uniquely accessible manner that will appeal both to students and to those with a general interest in Indian history. Burjor Avari was born in India in 1938, spent his childhood in Kenya and Zanzibar, graduated in history at Manchester University and was trained as a teacher at the Oxford University Institute of Education.
    [Show full text]