1. Slavery — Jotirao Phule (Author), P G Patil (Translator)
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
1. Details of Module and Its Structure 2. Development Team
1. Details of Module and its Structure Module Detail Subject Name Sociology Paper Name Sociology of India Module Name/Title Non Brahmin Approach: Mahatma Phule Pre-requisites Basic thoughts about caste system in India, low caste protest in nineteenth century western India, religion and society under early British rule in India. Objectives To introduce the students to the non-brahmanical approach. To familiarize students with the contribution of Mahatma Phule To acquaint the students with the perspectives of Mahatma Jyotirao Phule. Keywords Brahmanism, caste, peasant oppression, non brahmanical approach, varna, women oppression, dichotomy, caste conflict. 2. Development Team Role Name Affiliation Principal Investigator Sujata Patel Professor, Department of Sociology, University of Hyderabad Paper Coordinator Anurekha Chari Wagh Assistant Professor, Department of Sociology, Savitribai Phule Pune Univiersity Content Writer/Author Deepti Gokhale Oak Assistant Lecturer, St. Bishop’s Junior (CW) College, Camp, Pune Content Reviewer (CR) Anurekha Chari Wagh Assistant Professor, Department of Sociology, Savitribai Phule Pune Univiersity Language Editor (LE) Erika Mascarenas Senior English Teacher, Kendriya Vidyalaya, Pune Table of Contents: 1. Introduction 2. Section One: Understanding Nineteenth Century: Mahatma Phule, 3. Section Two: Dharma and Caste: Mahatma Phule, 4. Section Three: Women and Education: Philosophy of Mahatma Phule, 5. Section Four: Agriculture and Peasants: Mahatma Phule, 6. Section Five: Satyashodhak Samaj and Non-Brahmin -
Question Bank Mcqs TYBA Political Science Semester V 2019-20 Paper-6 Politics of Modern Maharashtra
Question Bank MCQs TYBA Political Science Semester V 2019-20 Paper-6 Politics of Modern Maharashtra 1. Who founded the SNDT University for women in 1916? a) M.G.Ranade b) Dhondo Keshav Karve c) Gopal Krishna Gokhale d) Bal Gangadhar Tilak 2. Who was associated with the Satyashodhak Samaj? a) Sri Narayan Guru b) Jyotirao Phule c) Dr. B. R. Ambedkar d) E.V. Ramaswamy Naicker 3. When was the Indian National Congress established? a) 1875 b) 1885 c) 1905 d) 1947 4. Which Marathi newspaper was published by Bal Gangadhar Tilak a) Kesari b) Poona Vaibhav c) Sakal d) Darpan 5. Which day is celebrated as the Maharashtra Day? a) 12th January b) 14th April c) 1st May d) 2nd October 6. Under whose leadership Samyukta Maharashtra Samiti was founded? a) Keshavrao Jedhe b) S. A. Sange c) Uddhavrao Patil d) Narayan Ganesh Gore 7. When did the Bilingual Bombay State come into existence? a) 1960 b) 1962 c) 1956 d) 1947 8. Which one of the following city comes under Vidarbha region? a) Nagpur b) Poona c) Aurangabad d) Raigad 9. Till 1948 Marathwada region was part of which of the following? a) Central Province and Berar b) Bombay State c) Hyderabad State d) Junagad 10. Dandekar Committee dealt with which of the following issues? a) Maharashtra’s Educational policy b) The problem of imbalance in development between different regions of Maharashtra c) Trade and commerce policy of Maharashtra d) Agricultural policy 11. Which one of the following is known as the financial capital of India? a) Pune b) Mumbai c) Nagpur d) Aurangabad 12. -
Chapter 1, Version A
INCLUSIVE EDUCATION AND SCHOOL REFORM IN POSTCOLONIAL INDIA Mousumi Mukherjee MA, MPhil, Calcutta University; MA Loyola University Chicago; EdM University of Illinois, Urbana-Champaign Submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy Education Policy and Leadership Melbourne Graduate School of Education University of Melbourne [5 June 2015] Keywords Inclusive Education, Equity, Democratic School Reform, Girls’ Education, Missionary Education, Postcolonial theory, Globalization, Development Inclusive Education and School Reform in Postcolonial India i Abstract Over the past two decades, a converging discourse has emerged around the world concerning the importance of socially inclusive education. In India, the idea of inclusive education is not new, and is consistent with the key principles underpinning the Indian constitution. It has been promoted by a number of educational thinkers of modern India such as Vivekananda, Aurobindo, Gandhi, Ambedkar, Azad and Tagore. However, the idea of inclusive education has been unevenly and inadequately implemented in Indian schools, which have remained largely socially segregated. There are of course major exceptions, with some schools valiantly seeking to realize social inclusion. One such school is in Kolkata, which has been nationally and globally celebrated as an example of best practice. The main aim of this thesis is to examine the initiative of inclusive educational reform that this school represents. It analyses the school’s understanding of inclusive education; provides an account of how the school promoted its achievements, not only within its own community but also around the world; and critically assesses the extent to which the initiatives are sustainable in the long term. -
Mahatma Jyotiba Phule & Bharatratna Dr. Babasaheb Ambedkar Jayanti
Mahatma Jyotiba Phule & Bharatratna Dr. Babasaheb Ambedkar Jayanti Saptah. Programme Schedule Day 1 09th April,2013 Inauguration by exhibition of rare collection of 09.30 a.m. Mahatma Phule and Dr. B. R. Ambedkar books and belongings Marshall Hall, J. N. Library Chief Guest Dr. S. Parasuraman Director, Tata Institute of Social Science Presided over by Dr. Rajan Welukar, Vice‐Chancellor 02.00 – 05.30 Seminar by Students. Chairman Dr. B. L. Jadhav “Ambedkarism and Dalit Movement: A Trajectory for Future” Venue: Marshall Hall, J. N. Library Day 2 10th April,2013 Awareness programme at Jawhar, 10.00 a.m. Gokhale College of Arts, Science and Comm., Jawhar, Dist.Thane On University, UGC and Government Schemes for development of students. 06.00p.m. onwards Play “Shivaji Underground in Bhimnagar Mohalla” at Phirozeshah Mehta Bhavan, Department of Civics and Politics, Vidyanagari, Kalina. Day 3 11th April,2013 Visit‐1 Mahatma Phule Wada, Bhide Wada and Kranti Stambha Pune. Visit‐2 Chavdar Tale and Dr. Babasaheb Ambedkar National Monument and Ambadave, Mandangad. Day 4 12th April,2013 Seminar “Percepts of Social Justice and Empowerment” 09.30 – 02.00 Chairman Dr. P. G. Jogdand, Dean, Faculty of Arts. Venue: ICSSR Conference Hall, J. P. Naik Bhavan. Speakers 1. Dr. Suresh Mane Role of Educated and Intellectuals in Phule Ambedkar Movement and Challenges Ahead. 2. Dr. Umesh Bagade Negotiating Hegemonic Knowledge for Emancipation: Role of Mahatma Jyotirao Phule 3. Dr. Javed Anand Communalism; A Human Rights Challenge 4. Dr. Kanchan Mahadevan Thinking Respect 5. Dr. Ramesh Kamble Attrocities, Civil Society and the State. 03.00 – 05.00 Seminar by Administrative Staff of the University Venue: ICSSR, J. -
District Census Handbook, North Satara
Government of Bombay NORTH SA TARA DISTRICT CENSUS HANDBOOK (Based on the 1951 Census) 315.4792 BOMB!,y 1951 NOWPADA" THAnA.. h1icRtiOI~:8 8~tles Deuot, fnstitute of Science Buulaiu,= NOR DCH ' I • 1mbs:y City l. from the {'~veM.lfuent Book"Depot,9'h.acui • from eh" mOflll!8i1l or tbr<>l1~n the High CommV"'ioo.". '"liiQf8 h_u~. ",HawyCtl. London. W.O. 2, or through any recognized Bonk.;lIor. Price-Rs. 2 As. B 01" 4 ,~. 6 d. 1952 .. '16 C Z Q ~ III Ii .... !'i"" 0 's ct N' t..) ~ ~ '1) 0::- ~ III• o ... .... § . I -1111 (/) 0 - t" _"'Q Q ~ Ie:(·i J-~ cx~ 0 Z ~ ~ < ~ ~ ~ ~ h .~~ ~ ~ ~. It () ~ ~ CONTENTS. A. General Population Tables. A-I Area, Houses and Population ~-.'i A-III Towns and Villages classified by Population 6-9 A-V Towns arranged territorially with population by livelihood classes. IO-Il B. Economic Tables. .. B-1 Livelihood Classes and Sub-Classes 12-19 B-If Secondary Means of Livelihood 20-:35 B-III Employers, Employees and Independent Workers in / . Industries and Services by Divisions and Sub-Divisions. 26-G9 Index of non-agricultural occupations in the district. .~. 10-77 C. Household and Age (Sample) Tables. C-I Household (Size and Composition) 78-81 C-II Livelihood classes by Age Groups ...• 82-85 C-III Age and Civil condition 86-95 C-IV Age and Literacy 96-103 C-V Single Year Age Returns 104-107 D. Social and Cultural Tables. D-! Languages: (i) Mother Tongue ... ... 108-112 (ii) Bilingualism .•.. 113-115 D-II Religion 116~1l7 . -
MAHARASHTRA Not Mention PN-34
SL Name of Company/Person Address Telephone No City/Tow Ratnagiri 1 SHRI MOHAMMED AYUB KADWAI SANGAMESHWAR SANGAM A MULLA SHWAR 2 SHRI PRAFULLA H 2232, NR SAI MANDIR RATNAGI NACHANKAR PARTAVANE RATNAGIRI RI 3 SHRI ALI ISMAIL SOLKAR 124, ISMAIL MANZIL KARLA BARAGHAR KARLA RATNAGI 4 SHRI DILIP S JADHAV VERVALI BDK LANJA LANJA 5 SHRI RAVINDRA S MALGUND RATNAGIRI MALGUN CHITALE D 6 SHRI SAMEER S NARKAR SATVALI LANJA LANJA 7 SHRI. S V DESHMUKH BAZARPETH LANJA LANJA 8 SHRI RAJESH T NAIK HATKHAMBA RATNAGIRI HATKHA MBA 9 SHRI MANESH N KONDAYE RAJAPUR RAJAPUR 10 SHRI BHARAT S JADHAV DHAULAVALI RAJAPUR RAJAPUR 11 SHRI RAJESH M ADAKE PHANSOP RATNAGIRI RATNAGI 12 SAU FARIDA R KAZI 2050, RAJAPURKAR COLONY RATNAGI UDYAMNAGAR RATNAGIRI RI 13 SHRI S D PENDASE & SHRI DHAMANI SANGAM M M SANGAM SANGAMESHWAR EHSWAR 14 SHRI ABDULLA Y 418, RAJIWADA RATNAGIRI RATNAGI TANDEL RI 15 SHRI PRAKASH D SANGAMESHWAR SANGAM KOLWANKAR RATNAGIRI EHSWAR 16 SHRI SAGAR A PATIL DEVALE RATNAGIRI SANGAM ESHWAR 17 SHRI VIKAS V NARKAR AGARWADI LANJA LANJA 18 SHRI KISHOR S PAWAR NANAR RAJAPUR RAJAPUR 19 SHRI ANANT T MAVALANGE PAWAS PAWAS 20 SHRI DILWAR P GODAD 4110, PATHANWADI KILLA RATNAGI RATNAGIRI RI 21 SHRI JAYENDRA M DEVRUKH RATNAGIRI DEVRUK MANGALE H 22 SHRI MANSOOR A KAZI HALIMA MANZIL RAJAPUR MADILWADA RAJAPUR RATNAGI 23 SHRI SIKANDAR Y BEG KONDIVARE SANGAM SANGAMESHWAR ESHWAR 24 SHRI NIZAM MOHD KARLA RATNAGIRI RATNAGI 25 SMT KOMAL K CHAVAN BHAMBED LANJA LANJA 26 SHRI AKBAR K KALAMBASTE KASBA SANGAM DASURKAR ESHWAR 27 SHRI ILYAS MOHD FAKIR GUMBAD SAITVADA RATNAGI 28 SHRI -
Form IEPF-1 New Taruntrustee Rev
Note: This sheet is applicable for uploading the particulars related to the amount credited to Investor Education and Protection Fund. Make sure that the details are in accordance with the information already provided in e‐form IEPF‐1 CIN/BCIN L13209MH1965PLC291394 Prefill Company/Bank Name VEDANTA LIMITED Sum of unpaid and unclaimed dividend 0.00 Sum of interest on matured debentures 0.00 Sum of matured deposit 0.00 Sum of interest on matured deposit 0.00 Validate Sum of matured debentures 0.00 Clear Sum of interest on application money due for refund 0.00 Sum of application money due for refund 0.00 Redemption amount of preference shares 0.00 Sales proceed for fractional shares 243595.00 Sum of Other Investment Types 0.00 Date of event (date of declaration of dividend/redemption date Is the of preference shares/date Date of Birth(DD‐MON‐ Investment Investor First Investor Middle Investor Last Father/Husband Father/Husband Father/Husband Last DP Id‐Client Id‐ Amount of maturity of Joint Holder Address Country State District Pin Code Folio Number Investment Type PAN YYYY) Aadhar Number Nominee Name Remarks (amount / Name Name Name First Name Middle Name Name Account Number transferred bonds/debentures/applica Name shares )under tion money any litigation. refundable/interest thereon (DD‐MON‐YYYY) CAPITALINVEST ALI TOWERS NO.55, GREAMS Sales proceed for fractional APOLLO SINDHOORI NA INDIA TAMIL NADU CHENNAI 600006 P00000041 77.12 21‐JAN‐2014 No MENTSLTD ROAD CHENNAI shares BROKINGLIMITE 529, ROAD NO 4 BANJARA HILLS Sales proceed for fractional -
Ethno-Medicinal Survey of Some Plants from Villages of Khatav Tahashil (M.S.) India
OPEN ACCESS Int. J. of Life Sciences, 2013, Vol.1 (4): 264-269 ISSN: 2320-7817| eISSN: 2320-964X Ethno-medicinal survey of some plants from villages of Khatav Tahashil (M.S.) India. Research Article Jagtap DK1, Patil HS1, Jakhi PS2 1 Vidya Pratishthan’s Arts, Science and Commerce College, Baramati, Dist. Pune (M.S.), 413133 2 Govt. Institute of Science, Nagpur (M.S.) 440001 *Corresponding author email: [email protected] ABSTRACT KEYWORDS Int. J. of LifeInt. J. of Sciences India is rich in biodiversity and considered to be a storehouse of medicinal plants. Local herbal healers Khatav tahshil, (Vaidu) does not share their experiences with others, hence this valuable knowledge is eroding herbal healers, gradually under trends of modernization and due to rapid socioeconomic changes. A periodic survey vaidu, medicinal was carried out with villagers of Dharpudi, and adjoining villages to record medicinal utilities of plants plants. These places belong to Khatav tahsil (District Satara). The rural people from this region use various plants to treat different ailments and diseases. Total 52 plants were identified and enlisted for their medicinal values to cure diseases like gynecological problems, asthma, cold, cough, dysentery, jaundice, piles, and skin diseases.Plants mostly used by local knowledgeable persons for medicinal purposes are Acacia nilotica (L.) Willd., Aegle marmelos (L.) Corr., Argemone Mexicana Linn., Boerhavia diffusa Linn., Caralluma adscendens var. fimbriata (Wall.) Grav. & Mayur, Chrozophora rottleri (Geis.) Juss, Citrulus colocynthis (L.) Schrad., Datura metel Linn., Ficus religiosa Linn., Glossocardia bosvallea (L. f.) DC., Macrotyloma uniflora (Lam.) Verdc., Nyctanthes arbor-tristis Linn., Sesamum laciniatum Klein ex Willd., Vernonia anthelmintica (L.) Willd., Withania somnifera (L.) Dunal. -
Ethnographic Series, Part-V-B, Vol-XIII, Punjab
CENSUS OF INDIA 1961 Y·OLUMB xm. PART V-B PUNJAB (ETHNOGRAPIlIC ~ERIE's) (BATWAL; BHAN.JRA; DU.VINAJ MAHA,SHA OR DOOM; ~AGRA; qANDHILA OR GANnIL GONDOLA; ~ARERA; DEHA, DHAYA OR DHEA). P.;L. SONDHI.. DIRECTOR OF CENSUS OPERATIONS AND EX O:FFICTO SUPERINTENDENT OF CENSUS OPERAT~ONS, PUNJAB. SUMMARY 01' CONTENTS Pages Foreword v Preface vii-x 1. Batwal 1-13 II. Bhanjra 19-29 Ill. Dumna, Mahasha or Doom 35-49 IV. Gagra 55-61 V. GandhUa or GandH Gondo1a 67-77 VI. Sarera 83-93 VII. Deha, Dhaya or Dhea .. 99-109 ANNEXURE: Framework for ethnographic study .. 111-115 }1~OREWORD The Indian Census has had the privIlege of presenting authentic ethnographic accounts of Indian communities. It was usual in all censuses to collect and publish information on race, tribes and castes. The Constitution lays down that "the state shall promote with special care educational and economic interests of the weaker sections of the people and, in parti cular, of the Scheduled Castes and Scheduled Tribes and shall protect them from social injustice and all forms of exploitation". To assist states in fulfiHing their responsibility in this regard the 1961 Census provided a series of special tabulations of the social and economic data on Scheduled Castes and Scheduled Tribes. The lists of Scheduled Castes and Scheduled Tribes are notified by the Presi· dent under the Constitution and the Parliament is empowered to include or exclude from the lists any caste or tribe. No other source can claim the same authenticity and comprehensiveness as the census of India to help the Government in taking de· cisions on matters such as these. -
Raja Ram Mohan Roy (1772 — 1833)
UNIT – II SOCIAL THINKERS RAJA RAM MOHAN ROY (1772 — 1833) Introduction: Raja Ram Mohan Roy was a great socio-religious reformer. He was born in a Brahmin family on 10th May, 1772 at Radhanagar, in Hoogly district of Bengal (now West Bengal). Ramakanto Roy was his father. His mother’s name was Tarini. He was one of the key personalities of “Bengal Renaissance”. He is known as the “Father of Indian Renaissance”. He re- introduced the Vedic philosophies, particularly the Vedanta from the ancient Hindu texts of Upanishads. He made a successful attempt to modernize the Indian society. Life Raja Ram Mohan Roy was born on 22 May 1772 in an orthodox Brahman family at Radhanagar in Bengal. Ram Mohan Roy’s early education included the study of Persian and Arabic at Patna where he read the Quran, the works of Sufi mystic poets and the Arabic translation of the works of Plato and Aristotle. In Benaras, he studied Sanskrit and read Vedas and Upnishads. Returning to his village, at the age of sixteen, he wrote a rational critique of Hindu idol worship. From 1803 to 1814, he worked for East India Company as the personal diwan first of Woodforde and then of Digby. In 1814, he resigned from his job and moved to Calcutta in order to devote his life to religious, social and political reforms. In November 1930, he sailed for England to be present there to counteract the possible nullification of the Act banning Sati. Ram Mohan Roy was given the title of ‘Raja’ by the titular Mughal Emperor of Delhi, Akbar II whose grievances the former was to present 1/5 before the British king. -
An Assessment of Jotirao Phule's Approach to Hindu Social Reform
CONFRONTING CASTE AND BRAHMANISM: AN ASSESSMENT OF JOTIRAO PHULE’S APPROACH TO HINDU SOCIAL REFORM S.K. Chahal Abstract This paper examines the approach of Jotirao Govindrao Phule (1827- 1890), the foremost social reformer and thinker as well as one of the nation-builders of modern India, with regard to the issue of Hindu social reform in India. A radical social reformer of 19th-century Maharashtra, Phule visualized Hindu society free from all social inequalities based on caste, class and gender. He showed extreme concern for the suppressed and the marginalized sections of Hindu society, and started a crusade against the orthodoxy and the “slavery” it imposed upon the downtrodden sections of Hindu community for centuries. The paper is based on the proposition that Phule’s framework of Hindu social reform was radical and his movement was a sort of Hindu reformation movement. His approach to Hindu social reform appears to be altogether different from that of the “revivalist” reformers of 19th century who represented the so-called mainstream tradition of Hindu social reform in modern India. Phule came out with his own idea of the religion, i.e. Sarvajanik Satya Dharma (Universal Religion of Truth). In order to materialize his concept of “true religion”, he and his colleagues founded in 1873 Satyashodhak Samaj (society of truth seekers) in Pune. The set of principles the Samaj drew up shortly after its formation included belief in equality of all human beings, restoration of whose natural/human rights was one of its aims. Phule was more of a social revolutionary than a social reformer. -
LIVING in the MIDST of INCOMPREHENSIBLE Anjana Treesa Joseph (Mphil Scholar,Department of English,University of Calicut)
VEDA’S JOURNAL OF ENGLISH LANGUAGE AND LITERATURE (JOELL) Vol.3 Issue 3 An International Peer Reviewed Journal 2016 http://www.joell.in RESEARCH ARTICLE LIVING IN THE MIDST OF INCOMPREHENSIBLE Anjana Treesa Joseph (MPhil Scholar,Department of English,University of Calicut) ABSTRACT The issue of untouchability has been taken up by many Indian authors in fiction, poetry and even on stage. Today Dalit Studies is a major discipline of study in humanities. Unlike the whole of India, the Dalit situation in Kerala is quite different. Kerala is hailed as the literate state of India. It has a different layout in regard to the socio political currents. Even when dalit upliftment became a burning issue in the other parts of India, the image Kerala projected to the outer world was of a society where untouchability was long forgotten. Here, I am attempting a reading into the plight of the untouchables and the age old untouchability, in the Kerala context. I have used Taha Madayi’s Adiyar Teacher, which itself is a study based on the experiences of Sulochana, as basis and ground for this paper. Keywords: Dalit, Kerala, Politics, Untouchability Citation: APA Joseph,A.T. (2016) Living in the midst of incomprehensible.Veda’s Journal of English Language and Literature- JOELL, 3(3), 1-4. MLA Joseph,Anjana Treesa. “Living in the midst of incomprehensible”Veda’s Journal of English Language and Literature-JOELL 3.3(2016):1-4. © Copyright VEDA Publication Caste in India is a system of social (administrators, warriors and kings), Vaishyas stratification and goes back to Vedic period.