12. Administrative System and Institutions
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Chapter Six Epilogue
CHAPTER SIX EPILOGUE 230 Shivaji fought Mughals in the north and Bijapuri Sultans in the south and carved out an independent kingdom of his own out of his small Jagir of Poona. He had rare gifted qualities of winning the heart of common people, who became the basis of his Swarajya i.e., kingdom. He was a great military genius and a diplomat and above all a man of creative ability. He coronated himself on the 6th June, 1674 and declared to the world that he became independent sovereign ruler. He also declared to the world that he was no longer a jahagirdar but an independent sovereign ruler. Shivaji also founded his own administrative institutions such as Ashta Pradhan Mandal'*', a new system of military and civil administration etc. This system was based on regular payment to the officers and soldiers. They were also not hereditary. They continued in their respective position as long as they carried on their duties well. He discontinued the practice of giving lands, jagirs, saranjams to the officers including his ministers. His ministers were advisers, and remained in their offices as long as they enjoyed his confidence. The function of Shivaji*s council was merely advisory. All decision-making authority finally rested in him. Chhatrapati represented sovereign power both in theory and practice. Thus in Shivaji's time Chhatrapati was the fountain of final authority and of all sources of power. After the death of Chhatrapati Shivaji on 5th April 1680, 231 Shivaji's elder son Sambhaji became Chhatrapati in the circumstances of stresses and strains. -
Sources of Maratha History: Indian Sources
1 SOURCES OF MARATHA HISTORY: INDIAN SOURCES Unit Structure : 1.0 Objectives 1.1 Introduction 1.2 Maratha Sources 1.3 Sanskrit Sources 1.4 Hindi Sources 1.5 Persian Sources 1.6 Summary 1.7 Additional Readings 1.8 Questions 1.0 OBJECTIVES After the completion of study of this unit the student will be able to:- 1. Understand the Marathi sources of the history of Marathas. 2. Explain the matter written in all Bakhars ranging from Sabhasad Bakhar to Tanjore Bakhar. 3. Know Shakavalies as a source of Maratha history. 4. Comprehend official files and diaries as source of Maratha history. 5. Understand the Sanskrit sources of the Maratha history. 6. Explain the Hindi sources of Maratha history. 7. Know the Persian sources of Maratha history. 1.1 INTRODUCTION The history of Marathas can be best studied with the help of first hand source material like Bakhars, State papers, court Histories, Chronicles and accounts of contemporary travelers, who came to India and made observations of Maharashtra during the period of Marathas. The Maratha scholars and historians had worked hard to construct the history of the land and people of Maharashtra. Among such scholars people like Kashinath Sane, Rajwade, Khare and Parasnis were well known luminaries in this field of history writing of Maratha. Kashinath Sane published a mass of original material like Bakhars, Sanads, letters and other state papers in his journal Kavyetihas Samgraha for more eleven years during the nineteenth century. There is much more them contribution of the Bharat Itihas Sanshodhan Mandal, Pune to this regard. -
History (Part – Ii)
MADURAI KAMARAJ UNIVERSITY M.Phil/Ph.D Entrance Examination HISTORY (PART – II) Please note : (The questions must be numbered from 51 – 100) ANCIENT INDIA 1. Which were the earliest cereals grown by man? a) Rice b) Millets c) Maize d) Wheat and Barley 2. What is the most significant feature of the Indus Valley Civilization? a) Burnt brick buildings b) First true arches c) Buildings of worship d) Art and architecture 3. What metal was first used by the Vedic people? a) Silver b) Gold c) Iron d) Copper 4. Choose the correct pair a) Ellora caves - Sakas b) Mahabalipuram - Rashtrakutas c) Khajuraho - Chandellas d) Meenakshi Temple - Pallavas 5. Who founded four mathas in the four corners of India? a) Shankaracharya b) Ramanujacharya c) Bhaskaracharya d) Madhvacharya 6. The central point in Ashoka’s Dhamma was a) Loyalty to the king b) Peace and non-violence c) Respect to elders d) Religious toleration 7. Samudragupta’s achievements are mentioned in the a) Kalinga Edict b) Hathigumpha Edict c) Indica d) Allahabad Prasasti 8. The famous Chinese pilgrim Fa-hien visited India during the reign of a) Chandragupta I b) Chandragupta II c) Ramagupta d) Srigupta 9. The Chola age was most famous for a) Village assemblies b) War with the Rashtrakutas c) Trade with Ceylon d) Advancement of Tamil culture 10. Who were the first kings to issue coins bearing their names? a) Mauryans b) Bactrians c) Scythians d) Kushans 11. The triratnas were stressed by a) Manu b) Gandapada c) The Buddha d) Mahavira 12. Among the following, which one was an important port of the eastern coast during the Gupta period? a) Broach b) Sopara c) Tamralipti d) Kalyan 13. -
A Historical Transition of Banjara Community in India with Special Reference to South India Nagaveni T
Research Journal of Recent Sciences _________________________________________________ ISSN 2277-2502 Vol. 4(ISC-2014), 11-15 (2015) Res. J. Recent. Sci. A Historical Transition of Banjara Community in India with Special Reference to South India Nagaveni T. Department of History, Government First Grade College, Kuvempunagar, Mysore-570 023, INDIA Available online at: www.isca.in, www.isca.me Received 13 rd November 2014, revised 9th March 2015, accepted 25 th March 2015 Abstract An incisive insight into the literature on Banjara Community clearly indicates that ample literature has been produced by the Western and Indian scholars. Yet the treatment of the problem is exponential. Deep delve into the process of historical transition of the Banjara Community enables us to focus on various controversial issues and complexities of historical significance. Issues like Semantics, Historicity, Location, Ethnicity, Categorization, Caste-clan, Dichotomy and the community’s identity continued to gravitate the attention of the scholars and researchers alike. Lack of unanimity among the scholars and policy makers on these contentious issues has added perplexity to the puzzle. Ambiguous explanations given by the community historians have further complicated the clear-cut understanding of the process of historical transition. The antiquity of this Banjara Community is traceable to Harappa and Mohenjodaro. Its influence continued to spread and retain its relevance down the centuries to shape and reshape the course of history. There is a speculation about the group of Banjaras who mere concentrated outside India and called as Roma Gypsy, where their social history is not yet clear but proved to be of Indian Origin. This paper however strives to focus on historical transition within the context of India from 13 th Century A.D. -
Gypsies of India in Need of Love
BANJARA/GYPSIES OF INDIA THE MOST RESPONSIVE GROUP TO GOSPEL, YET REMAIN UNREACHED The first Banjara/Gypsy M.Th Graduate under Senate of Serampore University, India. A happy moment Greetings Dear Friends In Christ, Greetings in the name of our Lord and Saviour Jesus Christ. I am indeed happy to meet you through this presentation and share about Gypsies and their longing for Salvation in Jesus Christ. Banjara are one of the largest ethnic community, under different groups scattered all over India and in most European countries. The European Gypsy trace their origin to Western India who have migrated between 12th -13th century. Majority Banjara live in Karnataka, Andhra Pradesh and Maharashtra. As they live outside of the mainstream social system, they are hardly reached by outsiders, even by the gospel of Jesus. Further, their secluded social life, religious and cultural customs and practices, peculiar characteristics, keep them away from non-Banjara. Banjara people are one of the most backward, uneducated, poor, suffer severe health care, kill girl child and they are discriminated both by casteism and racially. Education level is very low among them. There are very few theologically trained Banjara pastors working among their own people. I The Beulah Ministries was began in 2009 to work for Banjara people in state of Karnataka and also in partnership with other churches. The focus of ministry was among rural villages and children. It had a very good beginning and many children accepted Jesus. Due to lack of sponsors and funds the ministry was closed, and the congregation was handed over to another church. -
Explaining Hindu and Muslim Literacy Differences in Colonial India
Reading, Writing, and Religion: Explaining Hindu and Muslim Literacy Differences in Colonial India Latika Chaudhary Jared Rubin Economics Fellow Assistant Professor Stanford University California State University, Fullerton [email protected] [email protected] First Draft: March 20, 2009 Preliminary: Please do not cite without authors’ permission. Abstract In this paper, we analyze the factors underlying differences in Hindu and Muslim literacy rates in colonial India. Using a novel data set, we find the striking result that Muslim literacy is strongly and negatively correlated with the proportion of Muslims in the district. We then econometrically test three potential hypotheses to account for this result: the presence of lower returns to education for Muslims in Muslim-dominant districts; colonial education policies interacting with local preferences to stifle the development of primary schools; a “legacy of dependence” between religious and political authorities in districts formerly ruled by Muslim emperors, entailing significant power for Muslim scholars, many of whom encouraged Qur’an memorization rather than literacy. INTRODUCTION Human capital is often linked with higher income per-capita, greater worker productivity, higher life expectancy, and other factors positively associated with economic growth and development (see Schultz 1983, Dreze and Sen 1998 among others). Despite the social and private benefits of education, several countries, religions, and social groups have experienced significant hurdles in trying to increase their level of schooling.1 In this paper, we analyze historical differences in educational attainment between Hindus and Muslims in British India and explore a variety of socio-economic explanations to account for the differential patterns of human capital accumulation observed across the two groups. -
BANJARA STASTICAL REPORT KARNATKA STATE Report
BANJARA STASTICAL REPORT KARNATKA STATE Report Submitted to Mr. Rahul Gandhi General Secretary All India Congress Committee New Delhi BY Dr. Chandrashekar Naik Dr.D Paramesha Naik B.E,M.Tech,M.B.A,M.Phil Ph.D M.Sc, M.Phil, Ph.D, FISEC Congress & Banjara – Activist Congress & Banjara – Activist Mobile: +91-9379945100 Mobile: +91-9844250997 [email protected] [email protected] 2012 About Banjaras The Banjaras are the largest and historic formed group in India and also known as Lambadi or Lambani. The Banjara people are a people who speak lambadi or Lambani. All gypsy languages are linked linguistically, stemming from ancient Sanskrit and belonging to the North Indo-Aryan language family. Lambadi is the heart language of the Banjara, but it has no written script. The Banjara speak a second language of the state they live in and adopt that script. They are listed under 53 different names. Historically, these are the root Gypsies of earth. During the British colonial rule, these gypsy nomads of India were given the name Banjara, but they call themselves Ghor. The Banjaras are a colourful, versatile and one of the largest people groups of India, inhabiting most of the districts in India. The Banjara are a sturdy, ambitious people and have a light complexion. The Banjara were historically nomadic, keeping cattle, trading salt and transporting goods. Most of these people now have settled down to farming and various types of wage labour. Their habits of living in isolated groups away from other, which was a characteristic of their nomadic days, still persist. -
Copyright by Mohammad Raisur Rahman 2008
Copyright by Mohammad Raisur Rahman 2008 The Dissertation Committee for Mohammad Raisur Rahman certifies that this is the approved version of the following dissertation: Islam, Modernity, and Educated Muslims: A History of Qasbahs in Colonial India Committee: _____________________________________ Gail Minault, Supervisor _____________________________________ Cynthia M. Talbot _____________________________________ Denise A. Spellberg _____________________________________ Michael H. Fisher _____________________________________ Syed Akbar Hyder Islam, Modernity, and Educated Muslims: A History of Qasbahs in Colonial India by Mohammad Raisur Rahman, B.A. Honors; M.A.; M.Phil. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August 2008 Dedication This dissertation is dedicated to the fond memories of my parents, Najma Bano and Azizur Rahman, and to Kulsum Acknowledgements Many people have assisted me in the completion of this project. This work could not have taken its current shape in the absence of their contributions. I thank them all. First and foremost, I owe my greatest debt of gratitude to my advisor Gail Minault for her guidance and assistance. I am grateful for her useful comments, sharp criticisms, and invaluable suggestions on the earlier drafts, and for her constant encouragement, support, and generous time throughout my doctoral work. I must add that it was her path breaking scholarship in South Asian Islam that inspired me to come to Austin, Texas all the way from New Delhi, India. While it brought me an opportunity to work under her supervision, I benefited myself further at the prospect of working with some of the finest scholars and excellent human beings I have ever known. -
Reg. No Name in Full Residential Address Gender Contact No. Email Id Remarks 9421864344 022 25401313 / 9869262391 Bhaveshwarikar
Reg. No Name in Full Residential Address Gender Contact No. Email id Remarks 10001 SALPHALE VITTHAL AT POST UMARI (MOTHI) TAL.DIST- Male DEFAULTER SHANKARRAO AKOLA NAME REMOVED 444302 AKOLA MAHARASHTRA 10002 JAGGI RAMANJIT KAUR J.S.JAGGI, GOVIND NAGAR, Male DEFAULTER JASWANT SINGH RAJAPETH, NAME REMOVED AMRAVATI MAHARASHTRA 10003 BAVISKAR DILIP VITHALRAO PLOT NO.2-B, SHIVNAGAR, Male DEFAULTER NR.SHARDA CHOWK, BVS STOP, NAME REMOVED SANGAM TALKIES, NAGPUR MAHARASHTRA 10004 SOMANI VINODKUMAR MAIN ROAD, MANWATH Male 9421864344 RENEWAL UP TO 2018 GOPIKISHAN 431505 PARBHANI Maharashtra 10005 KARMALKAR BHAVESHVARI 11, BHARAT SADAN, 2 ND FLOOR, Female 022 25401313 / bhaveshwarikarmalka@gma NOT RENEW RAVINDRA S.V.ROAD, NAUPADA, THANE 9869262391 il.com (WEST) 400602 THANE Maharashtra 10006 NIRMALKAR DEVENDRA AT- MAREGAON, PO / TA- Male 9423652964 RENEWAL UP TO 2018 VIRUPAKSH MAREGAON, 445303 YAVATMAL Maharashtra 10007 PATIL PREMCHANDRA PATIPURA, WARD NO.18, Male DEFAULTER BHALCHANDRA NAME REMOVED 445001 YAVATMAL MAHARASHTRA 10008 KHAN ALIMKHAN SUJATKHAN AT-PO- LADKHED TA- DARWHA Male 9763175228 NOT RENEW 445208 YAVATMAL Maharashtra 10009 DHANGAWHAL PLINTH HOUSE, 4/A, DHARTI Male 9422288171 RENEWAL UP TO 05/06/2018 SUBHASHKUMAR KHANDU COLONY, NR.G.T.P.STOP, DEOPUR AGRA RD. 424005 DHULE Maharashtra 10010 PATIL SURENDRANATH A/P - PALE KHO. TAL - KALWAN Male 02592 248013 / NOT RENEW DHARMARAJ 9423481207 NASIK Maharashtra 10011 DHANGE PARVEZ ABBAS GREEN ACE RESIDENCY, FLT NO Male 9890207717 RENEWAL UP TO 05/06/2018 402, PLOT NO 73/3, 74/3 SEC- 27, SEAWOODS, -
Combined Graduate Level Examination-2019
3/15/2020 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845… Combined Graduate Level Examination-2019 (Tier-I) Roll Number 4604027WWW.QMATHS.IN856 T Venue Name iON Digital Zone iDZ 2 Patia Exam Date 07/03/2020 Exam Time 10:00 AM - 11:00 AM Subject CGLE Tier I Section : General Intelligence and Reasoning Q.1 Ans 1. 2. 3. 4. Question ID : 816161548 Status : Answered Chosen Option : 4 Q.2 examscomp.com Ans 1. 2. 3. 4. Question ID : 816161545 Status : Answered Chosen Option : 4 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845669645377… 1/28 3/15/2020 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845… Q.3 Ans 1. 2. 3. 4. Question ID : 816161544 Status : Answered Chosen Option : 3 Q.4 Ans 1. 2. 3. 4. Question ID : 816161552 Status : Answered Chosen Option : 3 Q.5 Ans 1. 2. 3. examscomp.com 4. Question ID : 816161550 Status : Answered Chosen Option : 2 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845669645377… 2/28 3/15/2020 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845… Q.6 Ans 1. 2. 3. 4. Question ID : 816161546 Status : Answered Chosen Option : 4 Q.7 examscomp.com Ans 1. 2. 3. 4. Question ID : 816161538 Status : Answered Chosen Option : 4 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845669645377… 3/28 3/15/2020 https://ssc.digialm.com//per/g27/pub/2207/touchstone/AssessmentQPHTMLMode1//2207O19342/2207O19342S13D71331/1583845… Q.8 Ans 1. -
Pradhan Ancestor [Tue, 24 Nov 2015]
Articles Pradhan 2 | Next | Section Menu | Main Menu | Pradhan From Wikipedia, the free encyclopedia Jump to: navigation, search Pradhan (Devanagari: धान) is a ministerial title used in regions of Hindu cultural tradition that equates to the more popular term Vizier in rank and function.[1][2] The Sanskrit pradhan translates to "major" or "prime";[3] however, the more modern Hindi definitions provided by the Oxford Hindi-English Dictionary also include "chief" and "leader".[4] The precise interpretation can differ significantly by region. The style was abandoned by many Indian princely states during the Mughal era in favor of Persian styles such as Wasir and Diwan. Pradhan is also commonly employed as a high-caste surname in the Newāh/Newār (Newar: नेवा) community of Nepal and is also currently used by the Kshatriya and Kayastha people of northern and western India. It is a surname used by Khandayat and Bhanayat (or Kshatriya) castes of eastern Indian state of Orissa. "Khanda" means sword and "Ayata" means control, hence "Khandayat" means "the master of sword" and same as Bhanayat which means the worshiper and having a control of Bow and Arrow, a powerful and most honored warrior castes. Examples[edit] Pradhan Mantri: Prime Minister (Mantri is the root of Mandarin). Pradhan Senadhipati: Chief of Staff ("Senadhipati" is an old Sanskrit style for a military leader, also used in Nepal for Commander-in-Chief). Pradhan Senapati: Grand General (also translated as Chief of 3 Staff). Pradhan was the title of a Minister who sat on the Council of 8 (Ashta Pradhan) in the early Maratha Empire prior to Peshwa administration. -
History Model Test Questions 17 in English with Answers 1
History & Indian National Movement Prepared By www.winmeen.com History Model Test Questions 17 in English With Answers 1. Who among the following is called the “Hero of Vaikom”? a. Kamaraj b. Periyar c. Rajaji d. Sathyamurthi 2. The tricolor flag of Indian nation was prepared by a. Gadhiji b. Motilal Nehru c. Sarojini Naidu d. Annie Besant Note: Pingali Vengiah 3. The capital of King Thirumalai Nayaka was a. Wuraiyur b. Madurai c. Tanjore d. Poompuhar 4. Who was given the title of ‘Chithirakarapuli’ among Pallava kings? a. Mahendra Varman b. Raja Simman c. Mamallan d. Nandi Varman 5. Who among the following was the first to make use of artillery in warfare in India? a. Babur b. Ibrahim Lodi c. Sher Shah d. Akbar 6. Gautama Buddha was born at a. Patna b. Lumbini c. Ujjain d. Sarnath 7. Indus valley civilization was excavated by a. Cunnningham b. Marshall c. Wheeler d. Robert Bruce Foot 8. The founder of Delhi sultanate was a. Md. Ghazi b. Qutbuddin Aibek c. Iltutmish d. Sabuktagin 9. The founder of vijayanagara empire was a. Krishnadevaraya b. Harinana Bukka c. Shivaji d . Devaraya 10. Who was the father of Local Self Government in India? a. Lord Ripon b. Lord Curzon c. Lord Lytton d. Lord Canning 11. Palayam system of administration was introduced by a. Viswanatha Nayaka b. Virappa Nayaka c. Thirumalai Nayaka d. Mangammal 12. Nalanda university was founded by a. Kumaragupta – I b. Buddhagupta c. Skandagupta d. Srigupta 13. ‘the eight-fold path’ was propounded by a. Kabir Das b. Buddha c.