The Indian War of Independence 1857
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1 the Association for Diplomatic Studies and Training Foreign
The Association for Diplomatic Studies and Training Foreign Assistance Series HAROLD M. JONES Interviewed by: Self Initial interview date: n/a Copyright 2002 ADST Dedicated with love and affection to my family, especially to Loretta, my lovable supporting and charming wife ACKNOWLEDGEMENTS The inaccuracies in this book might have been enormous without the response of a great number of people I contacted by phone to help with the recall of events, places, and people written about. To all of them I am indebted. Since we did not keep a diary of anything that resembled organized notes of the many happenings, many of our friends responded with vivid memories. I have written about people who have come into our lives and stayed for years or simply for a single visit. More specifically, Carol, our third oldest daughter and now a resident of Boulder, Colorado contributed greatly to the effort with her newly acquired editing skills. The other girls showed varying degrees of interest, and generally endorsed the effort as a good idea but could hardly find time to respond to my request for a statement about their feelings or impressions when they returned to the USA to attend college, seek employment and to live. There is no one I am so indebted to as Karen St. Rossi, a friend of the daughters and whose family we met in Kenya. Thanks to Estrellita, one of our twins, for suggesting that I link up with Karen. “Do you use your computer spelling capacity? And do you know the rule of i before e except after c?” Karen asked after completing the first lot given her for editing. -
What Really Happened During the Mutiny a Day-By-Day Account of the Major Events of 1857-1859 in India
Pakistan Perspectives Vol. 12, No. 2, July-December 2007 What Really Happened During the Mutiny A Day-by-Day Account of the Major Events of 1857-1859 in India P.J.O. Taylor Selection by Mubarak Ali Pre-1857 It is inappropriate, and would be historically inaccurate, to dismiss the Mutiny in 1857 of the Bengal Army of the Honorable East India Company as an isolated phenomenon, or, for that matter, to attempt to categorise it as of purely military significance. JANUARY-MARCH 1857 January At the beginning of this year the East India Company had a composite force of European and Indian troops to guard its interests in India, by a coincidence the European troops were abnormally below establishment. This month saw the beginning of the phenomenon known as the ‘passing of the chapaties.’ These small unleavened cakes circulated through certain districts of the North West Provinces, no attempt was made to hide the matter, indeed many were brought to British officers and an explanation sought as to their meaning. The latter is still not clear, but it may be that it was a signal sent by those intending revolt; the pattern was fairly similar the chowkidar (village watchman) would receive two (or one) chapaties. With instruction to make ten (or six) more and distribute them two by two or one by one to neighboring villages. Rather like a chain letter the ‘news’ (though no one knew what it was) spread like wildfire. Some villagers in fact thought it was Government that was circulating the chapaties. P.J.O. -
The Sikh Prayer)
Acknowledgements My sincere thanks to: Professor Emeritus Dr. Darshan Singh and Prof Parkash Kaur (Chandigarh), S. Gurvinder Singh Shampura (member S.G.P.C.), Mrs Panninder Kaur Sandhu (nee Pammy Sidhu), Dr Gurnam Singh (p.U. Patiala), S. Bhag Singh Ankhi (Chief Khalsa Diwan, Amritsar), Dr. Gurbachan Singh Bachan, Jathedar Principal Dalbir Singh Sattowal (Ghuman), S. Dilbir Singh and S. Awtar Singh (Sikh Forum, Kolkata), S. Ravinder Singh Khalsa Mohali, Jathedar Jasbinder Singh Dubai (Bhai Lalo Foundation), S. Hardarshan Singh Mejie (H.S.Mejie), S. Jaswant Singh Mann (Former President AISSF), S. Gurinderpal Singh Dhanaula (Miri-Piri Da! & Amritsar Akali Dal), S. Satnam Singh Paonta Sahib and Sarbjit Singh Ghuman (Dal Khalsa), S. Amllljit Singh Dhawan, Dr Kulwinder Singh Bajwa (p.U. Patiala), Khoji Kafir (Canada), Jathedar Amllljit Singh Chandi (Uttrancbal), Jathedar Kamaljit Singh Kundal (Sikh missionary), Jathedar Pritam Singh Matwani (Sikh missionary), Dr Amllljit Kaur Ibben Kalan, Ms Jagmohan Kaur Bassi Pathanan, Ms Gurdeep Kaur Deepi, Ms. Sarbjit Kaur. S. Surjeet Singh Chhadauri (Belgium), S Kulwinder Singh (Spain), S, Nachhatar Singh Bains (Norway), S Bhupinder Singh (Holland), S. Jageer Singh Hamdard (Birmingham), Mrs Balwinder Kaur Chahal (Sourball), S. Gurinder Singh Sacha, S.Arvinder Singh Khalsa and S. Inder Singh Jammu Mayor (ali from south-east London), S.Tejinder Singh Hounslow, S Ravinder Singh Kundra (BBC), S Jameet Singh, S Jawinder Singh, Satchit Singh, Jasbir Singh Ikkolaha and Mohinder Singh (all from Bristol), Pritam Singh 'Lala' Hounslow (all from England). Dr Awatar Singh Sekhon, S. Joginder Singh (Winnipeg, Canada), S. Balkaran Singh, S. Raghbir Singh Samagh, S. Manjit Singh Mangat, S. -
THE EVOLUTION of the ROLE of WOMEN in the SIKH RELIGION Chapter Page
UGC MINOR RESEARCH PROJECT FILE NO: 23-515/08 SPIRITUAL WARRIORS: THE EVOLUTION OF THE ROLE OF WOMEN IN THE SIKH RELIGION SUBMITTED BY DR. MEENAKSHI RAJAN DEPARTMENT OF HISTORY S.K SOMAIYA COLLEGE OF ARTS, SCIENCE AND COMMERCE, VIDYAVIHAR, MUMBAI 400077 MARCH 2010 SPIRITUAL WARRIORS: THE EVOLUTION OF THE ROLE OF WOMEN IN THE SIKH RELIGION Chapter Page Number 1 INTRODUCTION 1 2 ROLE OF WOMEN IN SIKH HISTORY 12 3 MATA TRIPTA 27 4 BIBI NANAKI 30 5 MATA KHIVI 36 6 BIBI BHANI 47 7 MATA SUNDARI 53 8 MAI BHAGO 57 9 SARDARNI SADA KAUR 65 10 CONCLUSION 69 BIBLIOGRAPHY 71 i Acknowledgement I acknowledge my obligation to the University Grants Commission for the financial assistance of this Minor Research Project on Spiritual Warriors: The Evolution of the Role of Women in the Sikh Religion. I extend my thanks to Principal K.Venkataramani and Prof. Parvathi Venkatesh for their constant encouragement. I am indebted to the college and library staff for their support. My endeavour could not have been realised without the love, support and encouragement from my husband, Mr.Murli Rajan and my daughter Radhika. I am grateful to my father, Dr. G.S Chauhan for sharing his deep knowledge of Sikhism and being my guiding light. ii 1 CHAPTER - 1 INTRODUCTION Sikhism is one of the youngest among world religions. It centers on the Guru –Sikh [teacher -disciple] relationship, which is considered to be sacred. The development of Sikhism is a remarkable story of a socio- religious movement which under the leadership of ten human Gurus’ developed into a well organized force in Punjab.1Conceived in northern India, this belief system preached and propagated values of universalism, liberalism, humanism and pluralism within the context of a “medieval age.” Its teachings were “revealed’ by Guru Nanak (1469-1539 AD) who was, in turn, succeeded by nine other Gurus’. -
ED464417.Pdf
DOCUMENT RESUME ED 464 417 EA 031 655 AUTHOR LaMorte, Michael W. TITLE School Law: Cases and Concepts. Seventh Edition. ISBN ISBN-0-205-34284-1 PUB DATE 2002-00-00 NOTE 486p. AVAILABLE FROM Allyn & Bacon, A Pearson Education Company, 75 Arlington Street, Suite 300, Boston, MA 02116 ($96). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com. PUB TYPE Books (010) Information Analyses (070) EDRS PRICE MF02/PC20 Plus Postage. DESCRIPTORS Civil Liberties; Constitutional Law; *Court Litigation; Due Process; Educational Finance; Elementary Secondary Education; Federal Government; Federal Legislation; Governance; Legal Problems; *Legal Responsibility; *Public Schools; School Desegregation; *School Law; State Church Separation; State Government; Student Rights; Teacher Rights ABSTRACT This book examines the sizable body of school law that outlines legally defensible decisions. A substantial part of it contains edited, reported, and verbatim decisions. Historical perspective is provided, as well as specific case and statutory law. Chapter 1 discusses sources of law for educators, state school board policies, attorneys-general opinions, and local school board policies. Chapter 2 examines the extent of a state's and local school system's authority. Chapter 3 considers student interests, including freedom of expression, discipline, privacy, appearance, pregnancy, and marriage. Chapter 4 examines teacher-related issues including nonrenewal and dismissal, freedom of expression, academic freedom, protesting, teacher bargaining, and political activities. Chapter 5 provides historical perspective for the issues of desegregation. Chapter 6 addresses the legal status of individuals with disabilities. Chapter 7 provides a historical perspective for legal attacks on the financing and adequacy of state school-finance plans. -
Prohibited Items Program
Department of Homeland Security National Protection and Programs Directorate Federal Protective Service Directive Number: 15.9.3.1 Revision Number: 0 Issue Date: 12·10·12 Prohibited Items Program I. PURPOSE This directive establishes FPS policy for applying security force countermeasures to mitigate prohibited item entry at Federal properties. It applies to all facilities or properties under the control of the General Services Administration (GSA) and any facilities or properties owned, leased, or occupied by any Federal agency contracting with FPS to provide security service. II. SCOPE A. This directive is not intended to conflict with any Federal laws or regulations, nor does it apply to searches and seizures related to a criminal investigation or arrest. B. FPS Policy Directive FPS-07-002,"Facility Entry Control," April 23, 2007 is superseded in part. III. AUTHORITIES/REFERENCES A. 18 U.S.C. §930,"Possession of Firearms and Dangerous Weapons in Federal Facilities." B. 40 U.S.C. §1315, "Law Enforcement Authority of Secretary of Homeland Security for Protection of Public Property." C. 41 C.F.R. 102-71.20 "What Definitions Apply to GSA's Real Property Polices." D. 41 C.F.R. 102-74, Subpart C-Conduct on Federal Property. E. FPS Directive 15.5.1.5, "Initial Offense/Incident Case Reporting," February 16, 2011. F. 'FPS Directive 15.9.1.6,"Security Post Desk Book Program," September 30,2010. IV. DEFINITIONS A. Access Control. The use of physical and procedural controls to ensure only authorized individuals or items are given access to a facility or secure area. B. Alarm. -
1 UNIT 4 SIKHISM Contents 4.0 Objectives 4.1 Introduction 4.2
UNIT 4 SIKHISM Contents 4.0 Objectives 4.1 Introduction 4.2 Origin of Sikh Religion and Gurus 4.3 Sikh Scripture: Guru Granth Sahib 4.4 Teachings of Sikh Religion 4.5 Ethics of Sikhism 4.6 Sikh Institutions 4.7 Sikh Literature 4.8 Let Us Sum Up 4.9 Key Words 4.10 Further Readings and References 4.11 Answers to Check Your Progress 4.0 OBJECTIVES The main objective of this unit is to give an introduction to Sikhism. By the end of this Unit you are expected to understand: • the origin and development of Sikhism through the successive ten Gurus • the structural as well as conceptual framework of the Sikh Scripture, Guru Granth Sahib, and its cosmopolitan vision • the ethical aspects of Sikhism, ethical code of conduct, status of women and contributions of Sikh women to spirituality • the practical implications of Sikh teachings • the role of Sikh institutions • the Sikh ceremonies, rituals and festivals • the Sikh literature and Sikh socio-religious movements 4.1 INTRODUCTION In the history of Punjab, Guru Nanak appeared at a time when there was complete disintegration not only social and political but also moral and spiritual. Guru Nanak, the founder of Sikh religion, has presented a microscopic portrayal of society in his compositions. He was totally aware of his surrounding atmosphere, religious as well as non-religious. He condemns the external paraphernalia of religion with all its religious rites, ceremonies, sacrifices, pilgrimages, idol-worship and ascetic practices which enhance human’s ego and deprive one of highest spiritual truths. He denounces the empty religious rituals and reacted strongly against the formal ways of worship of orthodox priestly class of Islam and Hinduism. -
The 1990 Kirpan Case: Cultural Conflict and the Development of Equity Policy in the Peel District School Board
THE 1990 KIRPAN CASE: CULTURAL CONFLICT AND THE DEVELOPMENT OF EQUITY POLICY IN THE PEEL DISTRICT SCHOOL BOARD by Mary S. Martin A thesis submitted in conformity with the requirements for the degree of Doctor of Education Graduate Department of Theory and Policy Studies Ontario Institute of Studies in Education University of Toronto © Copyright by Mary S. Martin 2011 THE 1990 KIRPAN CASE: CULTURAL CONFLICT AND THE DEVELOPMENT OF EQUITY POLICY IN THE PEEL DISTRICT SCHOOL BOARD Doctor of Education, 2011 Mary S. Martin Graduate Department of Theory and Policy Studies Ontario Institute of Studies in Education University of Toronto Abstract In 1990, a case came before the Ontario Human Rights Commission involving the collision of a religious rights policy enshrined in the Ontario Human Rights Code 1981 and a Peel Board of Education disciplinary policy prohibiting weapons including the kirpan, a dagger-like article of religious faith worn by baptized Sikhs. Harbhajan Singh Pandori claimed infringement of his religious rights as a Sikh under the Code. In a joint complaint, the Ontario Human Rights Commission alleged the Code had been violated in a Peel Board policy restricting the religious rights of Sikhs by prohibiting the kirpan. Attempts to mediate between complainant Sikhs and the Peel Board failed. The dispute went before an Ontario Human Rights Commission tribunal adjudicated by Rabbi W. Gunther Plaut who ruled that the kirpan was a religious symbol and could be worn to school subject to restrictions. The Pandori kirpan case illustrates the complexity of resolving issues of cultural and religious conflict in public institutions undergoing demographic change. -
The Violence of Memory: Renarrating Partition Violence in Shauna Singh Baldwin’S What the Body Remembers
Deepti Misri The Violence of Memory: Renarrating Partition Violence in Shauna Singh Baldwin’s What the Body Remembers Abstract: This article explores how Shauna Singh Baldwin’s novel What the Body Remembers builds on Partition feminist historiography in order to exhume and retell the story of family violence against women during India’s Partition, intended to “save their honor” from rioting mobs. While feminist historiographies have restored Partition survivors’ memories of violence to the historical archive, Baldwin’s novel explicitly foregrounds the role of gendered bodies in and as the archive of communal memories of violence. I begin with Baldwin’s exploration of the embodied character of Sikh subject-formation in a pre-Partition border community, and close in, like the novel itself, on a key moment of embodied violence: the cutting up and reassem- bling of a woman’s body, whose manner of death is later reconstructed by her male family members, in the presence of a female family member. My analysis shows how the text’s layering of perspectives around this body encodes a feminist hermeneutics of doubt and models a critical practice of “reading between the lines” in order to recover the violence suppressed in the text of patriarchal memory. Furthermore, I argue, the woman’s dismembered, re-membered body in the text allegorizes the processes of disfigurement through which women’s bodies are routinely produced as “dead metaphors” for patriarchal honor; as well as the project of remembering violence differently, which the novel itself endorses. [Meridians: feminism, race, transnationalism 2011, vol. 11, no. 1, pp. 1–25] © 2011 by Smith College. -
List of Prohibited and Controlled Items by Police Licensing & Regulatory Department/Singapore Police Force
Police Licensing & Regulatory Department 391, New Bridge Road, #02 701 Police Cantonment Complex Block D Singapore 088762 Tel No: +65 68350000 Fax No: +65 62234704 www.police.gov.sg LIST OF PROHIBITED AND CONTROLLED ITEMS BY POLICE LICENSING & REGULATORY DEPARTMENT/SINGAPORE POLICE FORCE PROHIBITED ITEMS 1. A prohibited item is defined as an item of which the possession may contravenes existing laws in Singapore. Please refer to Annex A1 for the list of such items. CONTROLLED ITEMS 2. A controlled item is defined as one that requires approval from PLRD before the item can be brought into Singapore. The approval can be in the form of an import licence, permit, authorisation, or approval letter from PLRD/SPF. Please refer to Annex A2 for the list of such items. ITEMS THAT DO NOT REQUIRE LICENCE / PERMIT / AUTHORISATION OR APPROVAL FROM SPF 3. Items with legitimate uses and are not prohibited nor controlled under current legislations, may be brought into Singapore without the need for a licence, permit, authorisation or approval from SPF. However, some of these items may be deemed as offensive weapons depending on the circumstances they are found. If the person carrying the item is unable to provide a reasonable explanation, then he may have committed an offence under the Corrosive and Explosives Substances and Offensive Weapons Act (CESOW) or the Miscellaneous Offences (Public Order & Nuisance) Act (MOA). Please refer to Annex A3 for examples of such items which are commonly brought in by travelers. 4. The list of examples in Annex A1 to A3 are not meant to be exhaustive. -
English Or Anglo-Indian?: Kipling and the Shift in the Representation of the Colonizer in the Discourse of the British Raj
English or Anglo-Indian?: Kipling and the Shift in the Representation of the Colonizer in the Discourse of the British Raj Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Catherine Elizabeth Hart, M.A. Graduate Program in English The Ohio State University 2012 Dissertation Committee: Clare Simmons, Advisor Jill Galvan Amanpal Garcha Pranav Jani Copyright by Catherine Elizabeth Hart 2012 Abstract Using Rudyard Kipling as the focal point, my dissertation examines nineteenth- century discourse on English identity and imperialism through literature of the British Raj written in the 1840s through the 1930s. In my analysis of this literature, I identify a shift in the representation of the colonizer between English and Anglo-Indian in four distinct historical moments: pre-Rebellion (1857), post-Rebellion, the fin de siècle, and post- World War I. While the term Anglo-Indian can be used as a simple means of categorization—the Anglo-Indian is the English colonizer who lives in and conducts imperial work in India as opposed to one of the other British colonies—it also designates a distinct cultural identity and identifies the extent to which the colonizer has been affected by India and imperialism. As such, the terms Anglo-Indian and English, rather than being interchangeable, remain consistently antithetical in the literature with one obvious exception: the Kipling canon. In fact, it is only within the Kipling canon that the terms are largely synonymous; here, the Anglo-Indian colonizer is represented not only as a positive figure but also as a new and improved breed of Englishman. -
Place-Making in Late 19Th And
The Pennsylvania State University The Graduate School College of the Liberal Arts TERRITORIAL SELF-FASHIONING: PLACE-MAKING IN LATE 19TH AND EARLY 20TH CENTURY COLONIAL INDIA A Dissertation in History by Aryendra Chakravartty © 2013 Aryendra Chakravartty Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2013 The dissertation of Aryendra Chakravartty was reviewed and approved* by the following: David Atwill Associate Professor of History and Asian Studies Director of Graduate Studies Dissertation Adviser Chair of Committee Joan B. Landes Ferree Professor of Early Modern History & Women’s Studies Michael Kulikowski Professor of History and Classics and Ancient Mediterranean Studies Head, Department of History Madhuri Desai Associate Professor of Art History and Asian Studies Mrinalini Sinha Alice Freeman Palmer Professor of History Special Member University of Michigan, Ann Arbor * Signatures are on file in the Graduate School. ii Abstract My project, Territorial Self-Fashioning: “Place-Making” in Late 19th and Early 20th Century Colonial India, focuses on the province of Bihar and the emergence of a specifically place-based Bihari regional identity. For the provincial literati, emphasizing Bihar as an “organic” entity cultivated a sense of common belonging that was remarkably novel for the period, particularly because it implied that an administrative region had transformed into a cohesive cultural unit. The transformation is particularly revealing because the claims to a “natural” Bihar was not based upon a distinctive language, ethnicity or religion. Instead this regional assertion was partially instigated by British colonial politics and in part shaped by an emergent Indian national imagination. The emergence of a place-based Bihari identity therefore can only be explained by situating it in the context of 19th century colonial politics and nationalist sentiments.