The Trading Relations Between Yemen and India from the Third Century B.C
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BA HISTORY Programme Educational Objectives
Department of History UG - B.A. HISTORY Programme Educational Objectives PEO 1 To develop an awareness of different political, cultural, social and economic structures in the past societies and their interrelationship. PEO 2 To impart social, cultural, moral and spiritual values and foster a sense of responsibility towards nation building. PEO 3 To train the students in teaching skills. PEO 4 To equip them for civil service and other competitive examinations and to acquire employment in various fields. PEO 5 To explore the unexplored history Programme Outcome PEO 1 Provide knowledge in political social PEO 2 Develop the sense of responsibility in National Building PEO 3 Facilitate for Excelling in Teaching and Research PEO 4 Equip to appear for all competitive examination PEO 5 Provide capability of being employed in any field Programme Specific Outcomes On completion of B.A. History Degree, students will be able to PSO 1: Take up teaching profession PSO 2: Undertake research PSO 3:Appear for competitive examination Course Outcomes On the successful completion of the course, students will be able to Course Code Course Name Course Outcomes Part III CO1: Demonstrate the physical features and record the civilizations of Ancient India. Core I- Main Currents in Indian CO2: Determine the rise of Mauryan empire and History upto A.D. 647. the commencement of political history in India. 117H01 CO3: Sketch the age of the Guptas. CO4: Explain the contribution of the Guptas – the rulers of the Golden Age. CO5: Analyse the development of Buddhism in India. CO6: Highlight the contribution of Satavaganas society and culture’ CO1: Identify the Islamic penetration in to India. -
Historiographical Study on Vijayanagara Dynasty: an Empirical Observations 1Dr.P
International Journal of Scientific and Research Publications, Volume 9, Issue 4, April 2019 321 ISSN 2250-3153 Historiographical Study on Vijayanagara Dynasty: An Empirical Observations 1Dr.P. Bhaskara Rao DOI: 10.29322/IJSRP.9.04.2019.p8844 http://dx.doi.org/10.29322/IJSRP.9.04.2019.p8844 Introduction This work elaborates study of Vijayanagara historiography and its importance from the beginning of human society, the man had to try to live a better life. The human life has transformed through various stages i.e. hunting-gathering to the globalization of the world in the present day. The economy, trade, and commerce had a crucial role to change the structure and thoughts of human society. In the part of developments, man has started barter system in the ancient period to control over the trade and commerce as well as monetary system continuing till today in terms of rupee coins and currency which were issuing by Government of India. The present study focuses on the historical resources during the Vijayanagara period. The VijayaNagara dynasty was founded in 1336 A.D. to protect the Indian culture. Though many dynasties were ruled in South India, there was a vacuum, which was filled by the Vijaya Nagara after Kakatiyas, and the Reddi Kingdoms. There were a disturbance and difficulties in Andhra during 13th Century A.D. after the downfall of powerful kingdoms the local chiefs and feudatories were tried to be independent but it was spoiled by the Muslim invasions. By this time the strong pillars of VijayaNagara founded to foil the enemy’s strategy and made the unity among the local people. -
Shankar Ias Academy Test 18 - Geography - Full Test - Answer Key
SHANKAR IAS ACADEMY TEST 18 - GEOGRAPHY - FULL TEST - ANSWER KEY 1. Ans (a) Explanation: Soil found in Tropical deciduous forest rich in nutrients. 2. Ans (b) Explanation: Sea breeze is caused due to the heating of land and it occurs in the day time 3. Ans (c) Explanation: • Days are hot, and during the hot season, noon temperatures of over 100°F. are quite frequent. When night falls the clear sky which promotes intense heating during the day also causes rapid radiation in the night. Temperatures drop to well below 50°F. and night frosts are not uncommon at this time of the year. This extreme diurnal range of temperature is another characteristic feature of the Sudan type of climate. • The savanna, particularly in Africa, is the home of wild animals. It is known as the ‘big game country. • The leaf and grass-eating animals include the zebra, antelope, giraffe, deer, gazelle, elephant and okapi. • Many are well camouflaged species and their presence amongst the tall greenish-brown grass cannot be easily detected. The giraffe with such a long neck can locate its enemies a great distance away, while the elephant is so huge and strong that few animals will venture to come near it. It is well equipped will tusks and trunk for defence. • The carnivorous animals like the lion, tiger, leopard, hyaena, panther, jaguar, jackal, lynx and puma have powerful jaws and teeth for attacking other animals. 4. Ans (b) Explanation: Rivers of Tamilnadu • The Thamirabarani River (Porunai) is a perennial river that originates from the famous Agastyarkoodam peak of Pothigai hills of the Western Ghats, above Papanasam in the Ambasamudram taluk. -
Virtues of Hajj
Virtues of Hajj (Pilgrimage to Makkah) Author's Foreword In the past I have written a few booklets on Tablighi topics and, completely against expectations the response to these booklets have been so encouraging that I have been so surprised that many friends have found them to be beneficial. In my own humbleness, I never dreamt that so much benefit could have been derived from the words and pen of one who himself is not able to practice all that is preached. The reason for these benefits to others I can only attribute to the special help of my late uncle Maulana Muhammad Ilyas (May Allah be please with him) who has not only become known in every corner of India but all over the Islamic world as well, for his Tablighi missionary activities. Because of the loss or inspiration from him due to his death, I discontinued these series for four years, which should not have been done. The late Maulana encouraged me in his last days to compile two further books in the series. Firstly he desired a book on the virtues of business dealings and earning ones livelihood. A concise version of this was quickly produced by me for his perusal during his last days. Unfortunately, as a result of his grave illness, he could not read it. Secondly, he insisted on a book by me on 'Spending in the Way of Allah.' For the preparation of this latter booklet, Maulana time and again reminded me. I remember once when we were about to join Salaat behind an Imam after Takbeer just before Salaat had started, he said to me: "Do not forget the book." In spite of that, no chance has yet presented itself for writing of such a book. -
UNIT-III 1. Middle East Countries 2. Central and Middle Asia 3. China 4
WORLD TOURISM DESTINATIONS UNIT-III 1. Middle East Countries 2. Central and Middle Asia 3. China 4. SAARC Countries A S I A N C O N T I N E N T 12/11/2020 Saravanan_doc_World Tourism_PPT 2 Countries in ASIAN Continent : 48+03+01 12/11/2020 Saravanan_doc_World Tourism_PPT 3 WEST ASIA CENTRAL ASIA SOUTH ASIA 12/11/2020NORTH ASIA Saravanan_doc_WorldEAST ASIA Tourism_PPT SOUTH EAST ASIA4 WEST ASIA 12/11/2020 Saravanan_doc_World Tourism_PPT 5 WEST ASIAN COUNTRIES • Armenia • Lebanon • Azerbaijan • Oman • Bahrain • Palestine • Cyprus • Qatar • Georgia • Saudi Arabia • Iraq • Syria • Iran • Turkey • Israel • United Arab Emirates • Jordan • Yemen • Kuwait 12/11/2020 Saravanan_doc_World Tourism_PPT 6 Armenia 12/11/2020 Saravanan_doc_World Tourism_PPT 7 Azerbaijan 12/11/2020 Saravanan_doc_World Tourism_PPT 8 Bahrain 12/11/2020 Saravanan_doc_World Tourism_PPT 9 Cyprus 12/11/2020 Saravanan_doc_World Tourism_PPT 10 Georgia 12/11/2020 Saravanan_doc_World Tourism_PPT 11 Iraq 12/11/2020 Saravanan_doc_World Tourism_PPT 12 Iran 12/11/2020 Saravanan_doc_World Tourism_PPT 13 Israel 12/11/2020 Saravanan_doc_World Tourism_PPT 14 Jordan 12/11/2020 Saravanan_doc_World Tourism_PPT 15 Kuwait 12/11/2020 Saravanan_doc_World Tourism_PPT 16 Lebanon 12/11/2020 Saravanan_doc_World Tourism_PPT 17 Oman 12/11/2020 Saravanan_doc_World Tourism_PPT 18 Palestine 12/11/2020 Saravanan_doc_World Tourism_PPT 19 Qatar 12/11/2020 Saravanan_doc_World Tourism_PPT 20 Saudi Arabia 12/11/2020 Saravanan_doc_World Tourism_PPT 21 Syria 12/11/2020 Saravanan_doc_World Tourism_PPT 22 Turkey -
Yemen's National Dialogue
arab uprisings Yemen’s National Dialogue March 21, 2013 MOHAMMED HUWAIS/AFP/GETTY IMAGES HUWAIS/AFP/GETTY MOHAMMED POMEPS Briefings 19 Contents Overcoming the Pitfalls of Yemen’s National Dialogue . 5 Consolidating Uncertainty in Yemen . 7 Can Yemen be a Nation United? . 10 Yemen’s Southern Intifada . 13 Best Friends Forever for Yemen’s Revolutionaries? . 18 A Shake Up in Yemen’s GPC? . 21 Hot Pants: A Visit to Ousted Yemeni Leader Ali Abdullah Saleh’s New Presidential Museum . .. 23 Triage for a fracturing Yemen . 26 Building a Yemeni state while losing a nation . 32 Yemen’s Rocky Roadmap . 35 Don’t call Yemen a “failed state” . 38 The Project on Middle East Political Science The Project on Middle East Political Science (POMEPS) is a collaborative network which aims to increase the impact of political scientists specializing in the study of the Middle East in the public sphere and in the academic community . POMEPS, directed by Marc Lynch, is based at the Institute for Middle East Studies at the George Washington University and is supported by the Carnegie Corporation and the Social Science Research Council . It is a co-sponsor of the Middle East Channel (http://mideast .foreignpolicy .com) . For more information, see http://www .pomeps .org . Online Article Index Overcoming the Pitfalls of Yemen’s National Dialogue http://mideast .foreignpolicy .com/posts/2013/03/18/overcoming_the_pitfalls_of_yemen_s_national_dialogue Consolidating Uncertainty in Yemen http://mideast .foreignpolicy .com/posts/2013/02/22/consolidating_uncertainty_in_yemen -
Report on the Nutritional Situation and Mortality Survey Al Jawf
Republic of Yemen Ministry of Public Health and Population Central Statistical Organization Report on the Nutritional Situation and Mortality Survey Al Jawf Governorate, Yemen From 19 to 25 April 2018 1 Acknowledgment The Ministry of Public Health and Population in Yemen, represented by the Public Health and Population Office in the Al Jawf governorate and in cooperation with the UNICEF country office in Yemen and the UNICEF branch in Sana’a, acknowledges the contribution of different stakeholders in this survey. The UNICEF country office in Yemen provided technical support, using the SMART methodology, while the survey manager and his assistants from the Ministry of Public Health and Population and the Public Health and Population Offices in Amran and Taiz were also relied on. The surveyors and team heads were provided by the Public Health and Population Office in the Al Jawf governorate. The data entry team was provided by the Public Health and Population Office in Amran and the Nutrition Department in the Ministry. The survey protocol was prepared, and other changes were made to it, through cooperation between the Ministry of Public Health and Population and the Central Statistical Organization, with technical support from UNICEF. The Organization for Economic Cooperation and Development provided UNICEF with technical assistance, especially with regards to daily quality checks, data analysis, and report writing. The Building Foundation for Development provided technical and logistical support through extensive coordination with the local authorities in the Al Jawf governorate, as well as through their choice of the survey team and providing extensive training for them. The Building Foundation for Development was also responsible for regular follow-up with the survey teams out in the field and providing logistical and technical support for these teams, as well as preparing the initial draft of the survey report. -
Robert D. Kaplan: Monsoon Study Guide
Scholars Crossing Faculty Publications and Presentations Helms School of Government 2016 Robert D. Kaplan: Monsoon Study Guide Steven Alan Samson Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/gov_fac_pubs Part of the Other Social and Behavioral Sciences Commons, Political Science Commons, and the Public Affairs, Public Policy and Public Administration Commons Recommended Citation Samson, Steven Alan, "Robert D. Kaplan: Monsoon Study Guide" (2016). Faculty Publications and Presentations. 445. https://digitalcommons.liberty.edu/gov_fac_pubs/445 This Article is brought to you for free and open access by the Helms School of Government at Scholars Crossing. It has been accepted for inclusion in Faculty Publications and Presentations by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. 1 ROBERT D. KAPLAN: MONSOON STUDY GUIDE, 2016 Steven Alan Samson PREFACE: THE RIMLAND OF EURASIA Outline A. OVERVIEW (xi-xiv) 1. The Map of Eurasia Defined the 20C 2. Greater Indian Ocean a. Rimland of Eurasia [Nicholas Spykman’s term for the strategically sensitive Eurasian coastal regions, including the Indian Ocean/West Pacific Ocean littoral] b. Asian Century 3. Importance of Seas and Coastlines a. Littorals b. C. R. Boxer: Monsoon Asia 4. Vasco da Gama 5. India 6. Gradual Power Shift a. Arabian Sea 1) Pakistan b. Bay of Bengal 1) Burma 7. Charles Verlinden 8. Indian Ocean Region as an Idea 9. Topics a. Strategic overview of the region b. Oman 1) Portugal 2) Perennial relationship between the sea and the desert c. Massive Chinese harbor projects d. Islamic radicalization e. -
Balance and Decline of Trade in Early Andhra: (With Special Reference to Roman Contacts)
International Journal of Scientific and Research Publications, Volume 4, Issue 1, January 2014 1 ISSN 2250-3153 Balance and Decline of Trade in Early Andhra: (With special reference to Roman contacts) Dr. G. Mannepalli * Faculty Member,Dept. of History & Archaeology, Acharya Nagarjuna University, Guntur, Andhra Pradesh Abstract- The history of early Indian trade also shows a distinct A few words may be said here with regarded to the influence preference for the study of long-distance trade-both over land of the ocean upon the life of the Andhra people close association and overseas –the study of exports and imports, especially their with the sea made the inhabitants of the coastal regions fearless possible identifications on a modern map. The other common and adventurous sailors. The idea conquering the sea always feature in this historiography is to present urban centers almost haunted them and the result was the discovery of a number of invariably as thriving commercial canters and to hold places hitherto unknown to them. Going there both as colonists commercial exchanges as the principal causative factor towards and traders they also widened the geographical horizon of Indian urbanization. Without belittling the importance of this civilization. Levi (pre -Aryan and pre- Dravidian) has pointed out conventional narrative approach to the history of trade; it must be that the sea-routes to the East from the ports of South India had emphasized that an understanding of trade and urban centers can come in to common use many centuries before the Christian era. hardly be delinked from the agrarian sector. Significantly Trade relations with the West also opened well before said era. -
Appendix-H-27 MADURAI KAMARAJ UNIVERSITY (University with Potential for Excellence)
Placed at the meeting of Academic Council held on 12.12.2019 Appendix-H-27 MADURAI KAMARAJ UNIVERSITY (University with Potential for Excellence) Directorate of Distance Education Syllabus for M.A. History (Semester Pattern) (With effect from the academic year 2019-2020 onwards) Regulations, Scheme of Examinations and Syllabus Name of the Program : Master of Arts in History (M.A.) I. About the Department : The Department of History in the Directorate of Distance Education of Madurai Kamaraj University is one of the oldest departments started in 1971. The Department currently offers both UG & PG programs in History. II. Program Overview : The Master of Arts in History program at the Directorate is a conventional program focusing on ancient, medieval, modern and contemporary history, human life, socio-economic and political conditions, foreign relations, war strategies and administration. III.Objectives of the Program : 1. To know the glory of the past. 2. To study the socio-economic and political condition of the nations. 3. To make the students to understand the past history. 4. To facilitate the students for getting job opportunities. 5. Students are expected to advance in knowledge thereby contributing the society through the application of their academic training. IV.Program Target Group : The program is offered to the students of rural, semi-urban and urban background who aspire to acquire knowledge in the respective fields but could not continue the education through regular mode owing to various constraints. The Program may be structured in a way to attract the aspirants of Union Public Service Commission Examinations and State Public Service Commission Examinations. -
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. -
0 Desk Study
DESK STUDY Multidimensional Livelihoods Assessment in Conflict-Affected Areas 0 Contents Executive summary ............................................................................................................... 3 I. Introduction ................................................................................................................... 7 1. Background ....................................................................................................................................... 7 2. Objectives.......................................................................................................................................... 8 3. Methodology ..................................................................................................................................... 8 II. Population .................................................................................................................. 8 III. Poverty ....................................................................................................................... 9 IV. Structure of the Yemen economy .............................................................................. 11 V. Impact of the 2011 crisis on employment, skilled and unskilled labour, and the private sector ........................................................................................................................ 12 VI. Main livelihood activities and the impact of conflict on selected sectors .................... 14 A. Main livelihood activities ...............................................................................................................