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Socio-Political Movements in North Bengal -..:: Global Group Of
Socio-Political Movements in North Bengal (A Sub-Himalayan Tract) Edited by Publish by Global Vision Publishing House Sukhbilas Barma Greater Kuch Bihar—A Utopian Movement? Sukhbilas Barma IT HAS happened every now and then—one movement followed by the other. This part of the country popularly known as North Bengal, inhabited by the major ethnic group of people, the Rajbanshis, has gone through different phases of various movements and mainly ethnic movements. One can be reminded of the Uttar Khanda movement, a movement of a section of the Rajbanshis led by Panchanan Mallik. The movement was basically on the socio-economic- political issues, the feeling of deprivation of the sons of the soil. This continued for some time; the Government paid some amount of attention to the problems of the region; people got swayed by the left ideologies, and the movement lost ground. Then came Kamtapuri movement in late 90’s, based on ethnic sentiments, which were related primarily to the feeling of subordination of the Rajbanshi language and culture. Based on the linguistic theory propounded by Dharmanarayan Barma, the leaders of Kamtapuri movement led by Atul Roy shook the socio-political environment of Dr. Sukhbilas Barma: A retired I.A.S Officer, Dr. Barma held important positions in the Government of west Bengal. 336 Socio-Political Movements in North Bengal North Bengal vigorously. The well-off sections of the Rajbanshis have lost their lands and prestige to the non- Rajbanshis hailing from East Pakistan. The poverty stricken youths have had to leave their mother land in search of livelihood. -
In the Name of Krishna: the Cultural Landscape of a North Indian Pilgrimage Town
In the Name of Krishna: The Cultural Landscape of a North Indian Pilgrimage Town A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Sugata Ray IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Frederick M. Asher, Advisor April 2012 © Sugata Ray 2012 Acknowledgements They say writing a dissertation is a lonely and arduous task. But, I am fortunate to have found friends, colleagues, and mentors who have inspired me to make this laborious task far from arduous. It was Frederick M. Asher, my advisor, who inspired me to turn to places where art historians do not usually venture. The temple city of Khajuraho is not just the exquisite 11th-century temples at the site. Rather, the 11th-century temples are part of a larger visuality that extends to contemporary civic monuments in the city center, Rick suggested in the first class that I took with him. I learnt to move across time and space. To understand modern Vrindavan, one would have to look at its Mughal past; to understand temple architecture, one would have to look for rebellions in the colonial archive. Catherine B. Asher gave me the gift of the Mughal world – a world that I only barely knew before I met her. Today, I speak of the Islamicate world of colonial Vrindavan. Cathy walked me through Mughal mosques, tombs, and gardens on many cold wintry days in Minneapolis and on a hot summer day in Sasaram, Bihar. The Islamicate Krishna in my dissertation thus came into being. -
India Nation Action Programme to Combat Desertification
lR;eso t;rs INDIA NATION ACTION PROGRAMME TO COMBAT DESERTIFICATION In the Context of UNITED NATIONS CONVENTION TO COMBAT DESERTIFICATION (UNCCD) Volume-I Status of Desertification MINISTRY OF ENVIRONMENT & FORESTS GOVERNMENT OF INDIA NEW DELHI September 2001 National Action Programme to Combat Desertification FOREWORD India is endowed with a wide variety of climate, ecological regions, land and water resources. However, with barely 2.4% of the total land area of the world, our country has to be support 16.7% of the total human population and about 18% of the total livestock population of the world. This has put enormous pressure on our natural resources. Ecosystems are highly complex systems relating to a number of factors -both biotic and abiotic - governing them. Natural ecosystems by and large have a high resilience for stability and regeneration. However, continued interference and relentless pressures on utilisation of resources leads to an upset of this balance. If these issues are not effectively and adequately addressed in a holistic manner, they can lead to major environmental problems such as depletion of vegetative cover, increase in soil ero- sion, decline in water table, and loss of biodiversity all of which directly impact our very survival. Thus, measures for conservation of soil and other natural resources, watershed development and efficient water management are the key to sustainable development of the country. The socio-ecomonic aspects of human activities form an important dimension to the issue of conservation and protection of natural resources. The measures should not only include rehabilitation of degraded lands but to also ensure that the living condi- tions of the local communities are improved. -
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. -
Alcove Flora Fountain
https://www.propertywala.com/alcove-flora-fountain-kolkata Alcove Flora Fountain - Topsia, Kolkata An embodiment of refreshing water bodies and sprawling landscaped greens Alcove Flora Fountain is presented by Alcove Realty at Tangra, Topsia, Kolkata offers residential project that hosts 2, 3 and 4 BHK apartment with good features Project ID: J289645611 Builder: Alcove Realty Location: Flora Fountain, Tangra, Topsia, Kolkata - 700046 (West Bengal) Completion Date: Dec, 2021 Status: Started Description Alcove Flora Fountain by Alcove Realty located at Tangra, Topsia, Kolkata redefines the standard of living with architectural excellence. Project spread over 899 sq. ft.-1882 sq. ft. comprising of 2,3 and 4 bhk apartments. The project is equipped with key amenities including fire safety systems, swimming pool, kids pool etc. & well connected with other parts of city and has all the basic utilities. RERA ID : HIRA/P/KOL/2018/000050 Amenities: swimming pool kids pool locker facilities an AC lounge outdoor yoga deck Alcove Reaqlty, One of the most renowned, trusted and exemplary name in the sphere of real estate - Alcove Realty, spearheaded by the legendary Mr. Amar Nath Shroff, came into existence to set an indelible benchmark with its landmark projects. With forty glorious years of experience, this ‘3 Generation’ company is beheld with distinction and respect among all the renowned builders in Kolkata, at the helm of the industry. Features Security Features Exterior Features Fire Alarm Reserved Parking Recreation Land Features Swimming Pool -
1 the Political Economy of Opium Smuggling in Early Nineteenth Century India: Leakage Or Resistance? Claude Markovits Introduct
THE POLITICAL ECONOMY OF OPIUM SMUGGLING IN EARLY NINETEENTH CENTURY INDIA: LEAKAGE OR RESISTANCE? CLAUDE MARKOVITS INTRODUCTION 1. The link between narcotics, imperialism and capitalism has long attracted the attention of scholars. a. Recently, Carl Trocki has reiterated the classical Marxist position, dating back to Karl Marx himself, on the incestuous relationship between drugs and empire, while recognizing that the opium trade also nurtured certain forms of indigenous capitalism in Asia. While he has focused on the global Asian opium scene, including India, China and Southeast Asia, other scholars have given more attention to the Indian context of the trade. b. Amar Farooqi, in a book which is probably the most detailed history of the opium trade as seen from India, has stressed the contribution of the 'illegal' trade in Malwa opium to capital accumulation in Western India between 1800 and 1830. c. John Richards, more than 20 years after his pathbreaking essay on peasant production of opium has returned to the topic with a wide-ranging survey of the contribution of the drug to the finances of British India. d. In this essay, Claude Markovitzproposes to revisit the history of the Malwa opium trade with a view todiscuss both i. its general impact on capital accumulation in early 19thcentury western India and its link with imperial expansion. ii. He focuses more specifically on the case of Sindh, a largely neglected region of the subcontinent, whose transformation into the main smuggling route for the drug after 1819, and according to Markoviz, was one of the factors that led to its integration into the British Indian Empire. -
VII STD Social Science Term 3 History Chapter 1 New Religious Ideas and Movements
NEW BHARATH MATRICULATION HIGHER SECONDARY SCHOOL,TVR VII STD Social Science Term 3 History Chapter 1 New Religious Ideas and Movements I. Choose the correct answer: Question 1. Who of the following composed songs on Krishna putting himself in the place of mother Yashoda? (a) Poigaiazhwar (b) Periyazhwar (c) Nammazhwar (d) Andal Answer: (b) Periyazhwar Question 2. Who preached the Advaita philosophy? (a) Ramanujar (b) Ramananda (c) Nammazhwar (d) Adi Shankara Answer: (d) Adi Shankara Question 3. Who spread the Bhakthi ideology in northern India and made it a mass movement? (a) Vallabhacharya (b) Ramanujar (c) Ramananda (d) Surdas Answer: (c) Ramananda Question 4. Who made Chishti order popular in India? (a) Moinuddin Chishti (b) Suhrawardi (c) Amir Khusru (d) Nizamuddin Auliya Answer: (a) Moinuddin Chishti Question 5. Who is considered their first guru by the Sikhs? (a) Lehna (b) Guru Amir Singh (c) GuruNanak (d) Guru Gobind Singh Answer: (c) GuruNanak II. Fill in the Blanks. 1. Periyazhwar was earlier known as ______ 2. ______ is the holy book of the Sikhs. 3. Meerabai was the disciple of ______ 4. philosophy is known as Vishistadvaita ______ 5. Gurudwara Darbar Sahib is situated at ______ in Pakistan. Answer: 1. Vishnu Chittar 2. Guru Granth Sahib 3. Ravi das 4. Ramanuja’s 5. Karatarpur III. Match the following. Pahul – Kabir Ramcharitmanas – Sikhs Srivaishnavism – Abdul-Wahid Abu Najib Granthavali – Guru Gobind Singh Suhrawardi – Tulsidas Answer: Pahul – Sikhs Ramcharitmanas – Tulsidas Srivaishnavism – Ramanuja Granthavali – Kabir Suhrawardi – Abdul-Wahid Abu Najib IV. Find out the right pair/pairs: (1) Andal – Srivilliputhur (2) Tukaram – Bengal (3) Chaitanyadeva – Maharashtra (4) Brahma-sutra – Vallabacharya (5) Gurudwaras – Sikhs Answer: (1) Andal – Srivilliputhur (5) Gurudwaras – Sikhs Question 2. -
From Logos to Bios: Hellenic Philosophy and Evolutionary Biology
From Logos to Bios: Hellenic Philosophy and Evolutionary Biology by Wynand Albertus de Beer submitted in accordance with the requirements for the degree of D Litt et Phil in the subject Religious Studies at the University of South Africa Supervisor: Prof Danie Goosen February 2015 Dedicated with grateful acknowledgements to my supervisor, Professor Danie Goosen, for his wise and patient guidance and encouragement throughout my doctoral research, and to the examiners of my thesis for their helpful comments and suggestions. From Logos to Bios: Hellenic Philosophy and Evolutionary Biology by W.A. de Beer Degree: D Litt et Phil Subject: Religious Studies Supervisor: Prof Danie Goosen Summary: This thesis deals with the relation of Hellenic philosophy to evolutionary biology. The first part entails an explication of Hellenic cosmology and metaphysics in its traditional understanding, as the Western component of classical Indo-European philosophy. It includes an overview of the relevant contributions by the Presocratics, Plato, Aristotle, and the Neoplatonists, focussing on the structure and origin of both the intelligible and sensible worlds. Salient aspects thereof are the movement from the transcendent Principle into the realm of Manifestation by means of the interaction between Essence and Substance; the role of the Logos, being the equivalent of Plato’s Demiurge and Aristotle’s Prime Mover, in the cosmogonic process; the interaction between Intellect and Necessity in the formation of the cosmos; the various kinds of causality contributing to the establishment of physical reality; and the priority of being over becoming, which in the case of living organisms entails the primacy of soul over body. -
World Religions.Pdf
DedicatedTeacher.com < eBooks and Materials for Teachers and Parents > Thank you for purchasing the following book - another quality product from DedicatedTeacher.com To purchase additional books and materials, please visit our website at: http://www.dedicatedteacher.com/estore Please e-mail us at: [email protected] for further information about: • Using School or School District Purchase Orders • Purchasing Site Licenses for Materials • Customer Service To subscribe to our monthly newsletter - The DedicatedTeacher.com eNews - please visit: http://www.dedicatedteacher.com/newsletter Contributing Author Rabbi David J.B. Krishef Interdisciplinary Thematic Unit Editor Dona Herweck Rice Editor-in-Chief World Religions Sharon Coan, M.S. Ed. Grades 6-8 Illustrator Agnes S. Palinay Cover Artist Keith Vasconcelles Art Director Elayne Roberts Product Manager Phil Garcia Imaging Alfred Lau James Edward Grace Publisher Author Mary D. Smith, M.S. Ed. Gabriel Arquilevich Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com ISBN 13: 978-1-55734-624-7 ©1995 Teacher Created Resources, Inc. Reprinted, 2007 Made in U.S.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. Table of Contents Introduction................................................................................................................................................4 -
Asian and African Civilizations: Course Description, Topical Outline, and Sample Unit. INSTITUTION Columbia Univ., New York, NY
DOCUMENT RESUME ED 423 174 SO 028 555 AUTHOR Beaton, Richard A. TITLE Asian and African Civilizations: Course Description, Topical Outline, and Sample Unit. INSTITUTION Columbia Univ., New York, NY. Esther A. and Joseph Klingenstein Center for Independent School Education. PUB DATE 1995-00-00 NOTE 294p.; Photographs and illustrations may not reproduce well. AVAILABLE FROM Esther A. and Joseph Klingenstein Center for Independent School Education, Teachers College, Columbia University, 525 West 120th Street, Box 125, New York, NY, 10027. PUB TYPE Dissertations/Theses Practicum Papers (043) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *African Studies; *Asian Studies; Course Content; *Course Descriptions; Ethnic Groups; Foreign Countries; *Indians; Non Western Civilization; Secondary Education; Social Studies; World History IDENTIFIERS Africa; Asia; India ABSTRACT This paper provides a skeleton of a one-year course in Asian and African civilizations intended for upper school students. The curricular package consists of four parts. The first part deals with the basic shape and content of the course as envisioned. The remaining three parts develop a specific unit on classical India with a series of teacher notes, a set of student readings that can be used according to individual needs, and a prose narrative of content with suggestions for extension and inclusion. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be z:Lad *s from the original document. -
Calcutta in 3 Giorni
Calcutta in 3 giorni Kolkata, fino al gennaio 2001 chiamata Calcutta, è la capitale dello stato del Bengala Occidentale dell'India. Si trova sulle rive del fiume Hooghly ed è il principale centro commerciale, culturale ed educativo dell'India orientale. Può sembrare troppo caotico per poter vedere Calcutta in 3 giorni ma grazie alla nostra guida sarete in grado di vederlo perfettamente in una breve fuga. Cosa vedere a Calcutta in 3 giorni? È la terza area metropolitana più produttiva dell'India, dopo Mumbai e Delhi. Si chiama anche la Città della Gioia. Consigli per visitare Calcutta Il trasporto tradizionale di Calcutta è il risciò, ma attualmente è stato parzialmente vietato dal governo. Oggi vengono utilizzati più taxi e minibus per spostarsi in città. Ha un aeroporto internazionale. Gastronomia a Calcutta La maggior parte del cibo indiano ha sapori e aromi forti. Nei ristoranti troverete cucina del nord e del sud dell'India, cucina tailandese, cinese, tibetana e persino anglo-indiana come l'India è stata per lungo tempo una colonia britannica. Un alimento tipico è il macher jhol, è pesce con curry e riso o pesce marinato con senape e cotto a vapore. Alcuni dei suoi dolci tipici sono: I Rosomalai sono palline di formaggio bagnate nel latte dolce e cremoso. La pantua è un'altra varietà delle stesse palline di formaggio. Rasagolla è una varietà diversa che si mangia con il miele. Altre destinazioni in India Itinerario Calcutta Guida: Giorno 1 Il primo giorno può essere dedicato a vedere il Tempio Dakshineswar Kali (Tempio Dakshineswar Kali), il Belur Math (Belur Math, Kolkata), il Ponte Howrah (Ponte Howrah, Kolkata), la Casa Tagore (Jorasanko Thakur Bari, Kolkata), il Palazzo di Marmol (Palazzo di Marmo, Kolkata), e la Moschea di Hakhoda (Moschea di Hakhoda, Kolkata), se avete tempo potete visitare l'Eco Tourism Park (Eco Tourism Park, Kolkata), che è un po 'ritirata ma vale la pena di vedere. -
'Indian Architecture' and the Production of a Postcolonial
‘Indian Architecture’ and the Production of a Postcolonial Discourse: A Study of Architecture + Design (1984-1992) Shaji K. Panicker B. Arch (Baroda, India), M. Arch (Newcastle, Australia) A Thesis Submitted to the University of Adelaide in fulfilment of the Requirements for the Degree of Doctor of Philosophy School of Architecture, Landscape Architecture and Urban Design Centre for Asian and Middle Eastern Architecture 2008 Table of Contents Abstract ............................................................................................................................................................................................iv Declaration ............................................................................................................................................................................................vi Acknowledgements..........................................................................................................................................................................vii List of Figures ........................................................................................................................................................................................ ix 1 Introduction ........................................................................................... 1 1.1: Overview..................................................................................................................................................................1 1.2: Background...........................................................................................................................................................2