Disguising Cowardice As Honour: the Many Padmavats
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Sati – Suicide by Widows Sanctioned by Hindu Scriptures and Society? by Latha Nrugham
SUICIDOLOGI 2013, ÅRG. 18, NR. 1 Sati – suicide by widows sanctioned by Hindu scriptures and society? By Latha Nrugham Introduction It is not a contract between two indivi- such as distress about and fear of damage duals but is the union of two individuals to body issue and death itself, in addition In India, sati is the term usually applied to a Hindu widow dressed as a bride coming together in all ways to support to being endowed with the ability to ceremoniously ascending alive the funeral each other for the goals of life laid down endure fire in silence. A wife, who was pyre of her dead husband and being burnt in the Vedic scriptures. also a mother or pregnant, could not to ashes on that pyre. Such a person is I refer to the Vedic scriptures because consider sati, as that would make the said to have become a sati by this deed, they are several texts, not one book. These child an orphan. texts can be grouped into two: Shruti one who did not become a widow, but Sati in the Vedic scriptures remained a wife until her last breath. (heard) and Smriti (remembered). Shruti Outside India, the word sati is commonly has verses that are composed as a result Vedic scriptures do not have a central understood as suicide sanctioned by Hindu of stable consciousness states of insight authority like the Pope for Christians or scriptures and widely practiced in India resulting from deep meditation for several even organised dissemination of its con- today. In order to comment on this under- years and has three divisions: the four tents like Islamic madrassas (schools of standing, I will first describe sati in the Vedas, the main Upanishads and the Quran) or the Sunday schools of Christi- Hindu scriptures and then present sati in Brahmasutras. -
Killer Khilats, Part 1: Legends of Poisoned ªrobes of Honourº in India
Folklore 112 (2001):23± 45 RESEARCH ARTICLE Killer Khilats, Part 1: Legends of Poisoned ªRobes of Honourº in India Michelle Maskiell and Adrienne Mayor Abstract This article presents seven historical legends of death by Poison Dress that arose in early modern India. The tales revolve around fears of symbolic harm and real contamination aroused by the ancient Iranian-in¯ uenced customs of presenting robes of honour (khilats) to friends and enemies. From 1600 to the early twentieth century, Rajputs, Mughals, British, and other groups in India participated in the development of tales of deadly clothing. Many of the motifs and themes are analogous to Poison Dress legends found in the Bible, Greek myth and Arthurian legend, and to modern versions, but all seven tales display distinc- tively Indian characteristics. The historical settings reveal the cultural assump- tions of the various groups who performed poison khilat legends in India and display the ambiguities embedded in the khilat system for all who performed these tales. Introduction We have gathered seven ª Poison Dressº legends set in early modern India, which feature a poison khilat (Arabic, ª robe of honourº ). These ª Killer Khilatº tales share plots, themes and motifs with the ª Poison Dressº family of folklore, in which victims are killed by contaminated clothing. Because historical legends often crystallise around actual people and events, and re¯ ect contemporary anxieties and the moral dilemmas of the tellers and their audiences, these stories have much to tell historians as well as folklorists. The poison khilat tales are intriguing examples of how recurrent narrative patterns emerge under cultural pressure to reveal fault lines within a given society’s accepted values and social practices. -
World War II in Alaska
World War II in Alaska Front Cover: Canadian and American troops make an amphibious landing on the Aleutian island of Kiska, August 15, 1943. (Archives and Manuscripts Department, University of Alaska Anchorage) Rear Cover: Russian pilots participating in the Lend-Lease Program inspect an American fighter at Ladd Field near Fairbanks, circa 1944. (Alaska Historical Library, Juneau, Alaska) Publication funded by Alaska Support Office National Park Service 2000 U.S. Department of the Interior Anchorage, Alaska A Resource Guide for Teachers and Students Introduction This resource guide is designed to aid students and teachers in researching Alaska’s World War II history. Alaska’s role as battlefield, lend-lease transfer station, and North Pacific stronghold was often overlooked by historians in the post-war decades, but in recent years awareness has been growing of Alaska’s wartime past. This renewed interest generates exciting educational opportunities for students and teachers researching this chapter in the history of our state. Few people know that the only World War II battle fought on U.S. soil took place in Alaska or that Japanese forces occupied two Aleutian Islands for more than a year. Still fewer know of the Russian pilots who trained in Fairbanks, the workers who risked their lives building the Alaska Highway, or the Alaska Scouts who patrolled the Bering Sea coast. The lives of Alaskans were forever changed by the experience of war, and the history of that dramatic era is still being written. This resource guide begins with a map of important World War II sites and a summary of Alaska’s World War II experience. -
Timeline for World War II — Japan
Unit 5: Crisis and Change Lesson F: The Failure of Democracy and Return of War Student Resource: Timeline for World War II — Japan Timeline for World War II — Japan Pre-1920: • 1853: American Commodore Matthew Perry arrived in Tokyo harbor and forced the Japanese to allow trade with U.S. merchants with threat of military action. • 1858: Western nations forced Japan to sign the Unequal Treaties. These articles established export and import tariffs and the concept of "extraterritoriality" (i.e., Japan held no jurisdiction over foreign criminals in its land. Their trials were to be conducted by foreign judges under their own nation's laws). Japan had no power to change these terms. • 1868: Japan, in an effort to modernize and prevent future Western dominance, ousted the Tokugawa Shogunate and adopted a new Meiji Emperor. The next few decades saw rapid and successful industrialization during the Meiji Restoration. • 1899: With newly gained power from recent industrialization, Japan successfully renegotiated aspects of the Unequal Treaties. • 1899–1901: The Boxer Rebellion led China to a humiliating defeat by the Eight-Nation Alliance of Western powers including the United States and Japan, ceding more territory, and dealing one of the final blows to the struggling Qing Dynasty. • 1904–1905: The Russo-Japanese War began with a surprise attack and ended by an eventual Japanese victory over Imperial Russia. The Japanese took control of Korea. • 1914: During World War I, Japan and other Allies seized German colonial possessions. • 1919: Japan, as a member of the victorious Allies during World War I, gained a mandate over various Pacific islands previously part of the German colonial empire. -
Volume 16, Issue 1, June 2018
Volume 16, Issue 1, June 2018 Contradictory Perspectives on Freedom and Restriction of Expression in the context of Padmaavat: A Case Study Ms. Ankita Uniyal, Dr. Rajesh Kumar Significance of Media in Strengthening Democracy: An Analytical Study Dr. Harsh Dobhal, Mukesh Chandra Devrari “A Study of Reach, Form and Limitations of Alternative Media Initiatives Practised Through Web Portals” Ms. Geetika Vashishata Employer Branding: A Talent Retention Strategy Using Social Media Dr. Minisha Gupta, Dr. Usha Lenka Online Information Privacy Issues and Implications: A Critical Analysis Ms. Varsha Sisodia, Prof. (Dr.) Vir Bala Aggarwal, Dr. Sushil Rai Online Journalism: A New Paradigm and Challenges Dr. Sushil Rai Pragyaan: Journal of Mass Communication Volume 16, Issue 1, June 2018 Patron Dr. Rajendra Kumar Pandey Vice Chancellor IMS Unison University, Dehradun Editor Dr. Sushil Kumar Rai HOD, School of Mass Communication IMS Unison University, Dehradun Associate Editor Mr. Deepak Uniyal Faculty, School of Mass Communication IMS Unison University, Dehradun Editorial Advisory Board Prof. Subhash Dhuliya Former Vice Chancellor Uttarakhand Open University Haldwani, Uttarakhand Prof. Devesh Kishore Professor Emeritus Journalism & Communication Research Makhanlal Chaturvedi Rashtriya Patrakarita Evam Sanchar Vishwavidyalaya Noida Campus, Noida- 201301 Dr. Anil Kumar Upadhyay Professor & HOD Dept. of Jouranalism & Mass Communication MGK Vidhyapith University, Varanasi Dr. Sanjeev Bhanwat Professor & HOD Centre for Mass Communication University of Rajasthan, Jaipur Copyright @ 2015 IMS Unison University, Dehradun. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, or stored in any retrieval system of any nature without prior written permission. Application for permission for other use of copyright material including permission to reproduce extracts in other published works shall be made to the publisher. -
Algorithm Characterization of Suicide: Introducing an Informative Categorization System
Iran J Psychiatry Behav Sci. 2016 September; 10(3):e4544. doi: 10.17795/ijpbs-4544. Published online 2016 August 15. Commentaries Algorithm Characterization of Suicide: Introducing an Informative Categorization System Mohsen Rezaeian,1,* and Mehran Zarghami2,3 1Epidemiology and Biostatistics Department, Occupational Environmental Research Center, Rafsanjan Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, IR Iran 2Department of Psychiatry, School of Medicine, Mazandaran University of Medical Sciences, Mazandaran, Sari, IR Iran 3Psychiatry and Behavioral Sciences Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Mazandaran, Sari, IR Iran *Corresponding author: Mohsen Rezaeian, Epidemiology and Biostatistics Department, Occupational Environmental Research Center, Rafsanjan Medical School, Rafsanjan University of Medical Sciences, Rafsanjan, IR Iran. Tel: +98-3434331315, E-mail: [email protected] Received 2014 October 31; Revised 2015 April 11; Accepted 2015 October 29. 1. Introduction of integration of individual into the society’. Altruistic sui- cide in which the ‘individual is highly integrated into the The world health organization (WHO) has estimated society’. Anomic suicide, which results from ‘lack of regu- that each year nearly one million people die from suicide. lation of the individual by the society’ and finally,Fatalistic Moreover, up to twenty million people carry out suicide at- Suicide, in which ‘an individual’s attitudes and values are tempts annually. The WHO also reported that all through highly regulated by the society’ (3). the world and within the last 45 years, suicide rates have Durkheim’s theory was based on a careful geographi- increased by 60%, mostly among young people (1). cal observation of suicide rates over a long time period (4) When we are dealing with a rising phenomenon like and is used to predict associations between suicide rates suicide, which is a very complicated act and can emerge and social indicators (5). -
Navajo Code Talkers in WWII
HARI-KARI on SAIPAN 0. HARI-KARI on SAIPAN - Story Preface 1. NAVAJOS and THE LONG WALK 2. NAVAJO and the ANCESTRAL LANDS 3. NAVAJO FAMILY LIFE 4. LIFE on the NAVAJO RESERVATION 5. THE NAVAJO NATION 6. PHILIP JOHNSTON and the CODE TALKERS 7. MEET the NAVAJO CODE TALKERS 8. WEST LOCH DISASTER 9. AMPHIBIOUS ASSAULT on SAIPAN 10. CODE TALKERS and the BATTLE of SAIPAN 11. BANZAI CHARGE at SAIPAN 12. HARI-KARI on SAIPAN 13. CASUALTIES AT SAIPAN 14. BATTLE of PELELIU - LANDINGS 15. CASUALTIES at PELELIU 16. SECRETS of the CODE TALKERS 17. BELATED HONORS In July of 1944, when it appeared that Japan had lost the Battle of Saipan, soldiers of the Imperial Army leapt to their deaths from the island's steep cliffs. This image depicts "Banzai Cliff" as it appeared on September 4, 2010. Photo by Abasaa; public domain. The official Marine history, of the Saipan battle, describes (scroll down 90%) the scene along the island's coast on July 8, 1944: The enemy pocketed in the area had destroyed themselves in suicidal rushes from the high cliffs to the rocky beach below. Many were observed, along with hundreds of civilians, wading out into the sea and permitting themselves to be drowned. Others committed hara-kiri with knives, or killed themselves with grenades. Some officers, using their swords, decapitated many of their troops. Officers also killed themselves. The Emperor’s hero of Pearl Harbor,Vice Admiral Nagumo, was among those dead. But the killing did not stop. On July 9, the final day of the Saipan battle, Lt. -
D E P a Rtm E N T O F D Ista N C E Ed U C a Tio N Pu N Ja B I U N Ive Rsity
Department of Distance Education Punjabi University, Patiala (All Copyrights are Reserved) 2.8 2.7 2.6 2.5 2.4 2.3 2.2 2.1 Nos Lesson (SEMESTER-II) I PART- B.A. Note : Note UNIT UNIT NO. : 2 : : : : departments website www.dccpbi.com website departments the from syllabus the download can Students : : : : Sher Shah Suri and His- Administration His- and Suri Shah Sher Babur under Empire Mughal of Establishment : Mughals the under Life Economic and Social Systems Mansabdari and Revenue Land Administra Judicial and Mughals the of Provincial Central, Administration and Conquests His : Shivaji Mughals the of Policy Religious Mughals the of Policy Rajput HISTORY OF INDIA : 1000-1707 A.D. 1000-1707 : INDIA OF HISTORY HISTORY-PAPER- B HISTORY-PAPER- tion B.A. PART -I HISTORY - PAPER B (SEMESTER-II) (HISTORY OF INDIA 1000-1707 A.D.) LESSON NO. 2.1 ESTABLISHMENT OF THE MUGHAL EMPIRE UNDER BABUR Birth and Dynasty : With the coming of Babur, a new era of political power, religious tolerance, culture, civilization, administration and development of literatrue begins in the history of India, Babur was born on 14th Febraury, 1483. His father's name was Umar Sheikh Mirza and his mother's Qutlus Nigar Khanum. His parents were the residents of the fertile state of Ferghana. This state was surounded with mountains on three sides. Some historians are of the opinion that the word 'Babur' was Arabic word 'Babar'. But Vincent Smith says that Turkish word 'Babur' and Arabic word 'Babbar' are not the same. According to Smith, its meannig is lion (Tigris Regalis). -
Friction Between Cultural Representation and Visual Representation with Reference to Padmaavat
postScriptum: An Interdisciplinary Journal of Literary Studies 1 postScriptum: An Interdisciplinary Journal of Literary Studies ISSN: 2456-7507 <postscriptum.co.in> Online – Open Access – Peer Reviewed – DOAJ Indexed Volume V Number i (January 2020) Friction between Cultural Representation and Visual Representation with Reference to Padmaavat Mita Bandyopadhyay Research Scholar, Dept. of Humanities and Social Sciences, National Institute of Technology, Durgapur & Arindam Modak Associate Professor, Dept. of Humanities and Social Sciences, National Institute of Technology, Durgapur Abstract According to the Cultural theorist, Stuart Hall, images of objects do not have meaning in themselves. Meaning is generated according to the contextual fixation between the user and the representational significance of that object. The representative meaning of the object when shared by a group of people becomes a cultural practice. It has been observed that when the same cultural practice is represented further in the visual media, in the form of cinema, a conflict arises between the cultural representation of the image and its visual representation. Padmaavat (2018), a film directed by Sanjay Leela Bhansali, went through several oppositions by the different classes of the society across the country, owing to the portrayal of different characters and the social background of the movie. The social discontent created by people revolved around a number of issues: the main issue being a different representation of Rani Padmavati and Allauddin Khilji in the movie, in contrast to the way they are represented and accepted in the popular culture. By using Stuart Hall’s conceptual idea of ‘representation’ in cultural practices, an attempt has been taken to show how a friction is created when an ideology formed through the cultural representation is again represented through the visual media. -
A Comparative Study of the United States Marine Corps and The
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2005 A comparative study of the United States Marine Corps and the Imperial Japanese Army in the central Pacific aW r through the experiences of Clifton Joseph Cormier and Hiroo Onoda John Earl Domingue Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Domingue, John Earl, "A comparative study of the United States Marine Corps and the Imperial Japanese Army in the central Pacific War through the experiences of Clifton Joseph Cormier and Hiroo Onoda" (2005). LSU Master's Theses. 3182. https://digitalcommons.lsu.edu/gradschool_theses/3182 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. A COMPARATIVE STUDY OF THE UNITED STATES MARINES AND THE IMPERIAL JAPANESE ARMY IN THE CENTRAL PACIFIC WAR THROUGH THE EXPERIENCES OF CLIFTON JOSEPH CORMIER AND HIROO ONODA A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in Liberal Arts in The Interdepartmental Program In Liberal Arts By John E. Domingue BMEd, University of Southwestern Louisiana, 1967 MEd, University of Southwestern Louisiana, 1972 December 2005 Dedication To “Nan Nan” Bea who made this degree possible even in death. -
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Chapter 5 FUTURE’S PAST Manan Ahmed Asif Introduction Prophets are best at predicting the future – though, they tend towards the dystopic and the apocalyptic. The more philosophically inclined among us, when asked to imagine the future, create utopias secluded in the woods or contained on an island – in other words, by clearing away the accretions of the past and the unseemly present. Everyone else tends to read the best or the worst of the present moment and write it into the future – cars replaced by flying cars, cities replaced by mega cities, wars replaced by greater wars and so on. Such is the grasp that the present has on us – it is always natural, progressive, rational and just so. Historians, being neither prophets nor philosophers, usually have no thoughts on the future. We are busy figuring out what happened, why it did not happen some other way and why we should care it happened the way it did. But we do have a charge to unsettle whatever “truths” seem above reproach in our presents, to question basic assumptions of how things appear now and to argue for an imagination that ponders all possible futures, not just the ones that seem predestined. My claim, as a historian, is simple: The “South Asia” we inhabit is a recent construct. It is a limited and restrictive political space as compared to more than a thousand years of textual history and thousands more in material and cultural memory. The stories it currently tells are themselves limited, the imaginations it cultivates are themselves rigid. -
The Mughal Empire Was Established in India By____(Babar)
1 FIRST TERMINAL HISTORY/CIVICS QUESTION BANK STD 7(VII) CHAPTER 1 (MEDIEVAL EUROPE---RISE OF CHRISTIANITY) Q1.Who is known as a ‘Client King’? Why was he appointed? Ans: Herod is known as a ‘Client King’. He was appointed to run the huge kingdom of the Jews. Q2.What is ‘one country, two systems’ policy? Ans: The Romans practiced ‘one country, two systems ‘policy, whereby all the people had religious and political freedom but a strict control was maintained. Q3.What was the common language in the Roman Empire? Ans: The common language in the Roman Empire was Greek. However, it was common for Jews to use Hebrew, Aramaic, and Latin. Q4.What is “synagogue”? Ans: Synagogue is a place of meeting for worship and religious instructions in the Jewish faith. Q5.What are ‘Pharisees’ and ‘Sadducees’? Ans: The Jewish religious and governing system was divided between two sects: the ‘Pharisees’ –the ‘people’s party’ who taught the law and traditions of Israel’s patriarchs, and were strictly conforming to Jewish law; and the ‘Sadducees’---the wealthy and conservative leaders, who rejected the traditions in favour of political and religious cooperation with the Romans. Q6.What was ‘Sabbath’? Ans: Jewish tradition centered on the ‘Sabbath’. It was considered to be a day of rest and worship, where everything one did in honour of God. Q7. Who was ‘Messiah’? Ans: The Jews were waiting for a ‘Messiah’ or savior who would bring them spiritual renewal and political freedom from centuries of foreign oppression, currently from the Roman Empire. 2 Q8.What are ‘Parables’ and ‘Gospels’? Ans: Parables: A simple story that gives a moral.