Maulana Abul Kalam Azad
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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. -
Subhash Chandra Bose and His Discourses: a Critical Reading”, Thesis Phd, Saurashtra University
Saurashtra University Re – Accredited Grade ‘B’ by NAAC (CGPA 2.93) Thanky, Peena, 2005, “Subhash Chandra Bose and his discourses: A Critical Reading”, thesis PhD, Saurashtra University http://etheses.saurashtrauniversity.edu/id/827 Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. Saurashtra University Theses Service http://etheses.saurashtrauniversity.edu [email protected] © The Author SUBHASH CHANDRA BOSE AND HIS DISCOURSES: A CRITICAL READING A THESIS SUBMITTED TO SAURASHTRA UNIVERSITY, RAJKOT FOR THE DEGREE OF Doctor of Philosophy IN ENGLISH Supervised by: Submitted by: Dr. Kamal Mehta Mrs. Peena Thanky Professor, Sainik School, Smt. H. S. Gardi Institute of Balachadi. English & Comparative (Dist. Jamnagar) Literary Studies, Saurashtra University, Rajkot. 2005 1 SUBHAS CHANDRA BOSE 1897 - 1945 2 SMT. H. S. GARDI INSTITUTE OF ENGLISH & COMPARATIVE LITERARY STUDIES SAURASHTRA UNIVERSITY RAJKOT (GUJARAT) CERTIFICATE This is to certify that the work embodied in this thesis entitled "Subhash Chandra Bose and His Discourses : A Critical Reading" has been carried out by the candidate Mrs. Peena Thanky under my direct guidance and supervision for the Degree of Doctor of Philosophy, in the Faculty of Arts of Saurashtra University, Rajkot. -
INDIAN NATIONAL CONGRESS 1885-1947 Year Place President
INDIAN NATIONAL CONGRESS 1885-1947 Year Place President 1885 Bombay W.C. Bannerji 1886 Calcutta Dadabhai Naoroji 1887 Madras Syed Badruddin Tyabji 1888 Allahabad George Yule First English president 1889 Bombay Sir William 1890 Calcutta Sir Pherozeshah Mehta 1891 Nagupur P. Anandacharlu 1892 Allahabad W C Bannerji 1893 Lahore Dadabhai Naoroji 1894 Madras Alfred Webb 1895 Poona Surendranath Banerji 1896 Calcutta M Rahimtullah Sayani 1897 Amraoti C Sankaran Nair 1898 Madras Anandamohan Bose 1899 Lucknow Romesh Chandra Dutt 1900 Lahore N G Chandravarkar 1901 Calcutta E Dinsha Wacha 1902 Ahmedabad Surendranath Banerji 1903 Madras Lalmohan Ghosh 1904 Bombay Sir Henry Cotton 1905 Banaras G K Gokhale 1906 Calcutta Dadabhai Naoroji 1907 Surat Rashbehari Ghosh 1908 Madras Rashbehari Ghosh 1909 Lahore Madanmohan Malaviya 1910 Allahabad Sir William Wedderburn 1911 Calcutta Bishan Narayan Dhar 1912 Patna R N Mudhalkar 1913 Karachi Syed Mahomed Bahadur 1914 Madras Bhupendranath Bose 1915 Bombay Sir S P Sinha 1916 Lucknow A C Majumdar 1917 Calcutta Mrs. Annie Besant 1918 Bombay Syed Hassan Imam 1918 Delhi Madanmohan Malaviya 1919 Amritsar Motilal Nehru www.bankersadda.com | www.sscadda.com| www.careerpower.in | www.careeradda.co.inPage 1 1920 Calcutta Lala Lajpat Rai 1920 Nagpur C Vijaya Raghavachariyar 1921 Ahmedabad Hakim Ajmal Khan 1922 Gaya C R Das 1923 Delhi Abul Kalam Azad 1923 Coconada Maulana Muhammad Ali 1924 Belgaon Mahatma Gandhi 1925 Cawnpore Mrs.Sarojini Naidu 1926 Guwahati Srinivas Ayanagar 1927 Madras M A Ansari 1928 Calcutta Motilal Nehru 1929 Lahore Jawaharlal Nehru 1930 No session J L Nehru continued 1931 Karachi Vallabhbhai Patel 1932 Delhi R D Amritlal 1933 Calcutta Mrs. -
August 15, 1947 the Saddest Day in Pondicherry
August 15, 1947 The saddest day in Pondicherry Claude Arpi April 2012 Background: India becomes Independent On August 15, 1947 a momentous change occurred on the sub-continent: India became independent, though divided. Nehru, as the first Prime Minister uttered some words which have gone down in history: Long years ago we made a tryst with destiny, and now the time comes when we shall redeem our pledge, not wholly or in full measure, but very substantially. At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom. A moment comes, which comes but rarely in history, when we step out from the old to the new, when an age ends, and when the soul of a nation, long suppressed, finds utterance. It is fitting that at this solemn moment we take the pledge of dedication to the service of India and her people and to the still larger cause of humanity. A few years ago, I studied the correspondence between the British Consul General in Pondicherry, Col. E.W Fletcher1 and the Indian Ministry of External Affairs and Commonwealth during these very special times. Fletcher who was the Indian Government’s informant in Pondicherry, still a French Colony, wrote to Delhi that the stroke of midnight did not change much in Pondicherry. Though technically the British Colonel was not supposed to have direct relations with the Government of India anymore, he continued to write to the Indian officials in Delhi. His correspondence was not even renumbered. His Secret Letter dated August 17, 1947 bears the reference D.O. -
India's Agendas on Women's Education
University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Leadership School of Education 8-2016 The olitP icized Indian Woman: India’s Agendas on Women’s Education Sabeena Mathayas University of St. Thomas, Minnesota, [email protected] Follow this and additional works at: https://ir.stthomas.edu/caps_ed_lead_docdiss Part of the Education Commons Recommended Citation Mathayas, Sabeena, "The oP liticized Indian Woman: India’s Agendas on Women’s Education" (2016). Education Doctoral Dissertations in Leadership. 81. https://ir.stthomas.edu/caps_ed_lead_docdiss/81 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Leadership by an authorized administrator of UST Research Online. For more information, please contact [email protected]. The Politicized Indian Woman: India’s Agendas on Women’s Education A DISSERTATION SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION, LEADERSHIP, AND COUNSELING OF THE UNIVERSITY OF ST. THOMAS by Sabeena Mathayas IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Minneapolis, Minnesota August 2016 UNIVERSITY OF ST. THOMAS The Politicized Indian Woman: India’s Agendas on Women’s Education We certify that we have read this dissertation and approved it as adequate in scope and quality. We have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Dissertation Committee i The word ‘invasion’ worries the nation. The 106-year-old freedom fighter Gopikrishna-babu says, Eh, is the English coming to take India again by invading it, eh? – Now from the entire country, Indian intellectuals not knowing a single Indian language meet in a closed seminar in the capital city and make the following wise decision known. -
Indian National Congress Sessions
Indian National Congress Sessions INC sessions led the course of many national movements as well as reforms in India. Consequently, the resolutions passed in the INC sessions reflected in the political reforms brought about by the British government in India. Although the INC went through a major split in 1907, its leaders reconciled on their differences soon after to give shape to the emerging face of Independent India. Here is a list of all the Indian National Congress sessions along with important facts about them. This list will help you prepare better for SBI PO, SBI Clerk, IBPS Clerk, IBPS PO, etc. Indian National Congress Sessions During the British rule in India, the Indian National Congress (INC) became a shiny ray of hope for Indians. It instantly overshadowed all the other political associations established prior to it with its very first meeting. Gradually, Indians from all walks of life joined the INC, therefore making it the biggest political organization of its time. Most exam Boards consider the Indian National Congress Sessions extremely noteworthy. This is mainly because these sessions played a great role in laying down the foundational stone of Indian polity. Given below is the list of Indian National Congress Sessions in chronological order. Apart from the locations of various sessions, make sure you also note important facts pertaining to them. Indian National Congress Sessions Post Liberalization Era (1990-2018) Session Place Date President 1 | P a g e 84th AICC Plenary New Delhi Mar. 18-18, Shri Rahul Session 2018 Gandhi Chintan Shivir Jaipur Jan. 18-19, Smt. -
The Ideals of Islam in Maulana Abul Kalam Azad's Thoughts
The Ideals of Islam in Maulana Abul Kalam Azad‟s Thoughts 63 The Ideals of Islam in Maulana Abul Kalam Azad’s Thoughts and Political Practices: An Appraisal Dr. Misbah Umar Fozia Umar ** ABSTRACT The article attempts to explore and describe the ideals of Islam as perceived and practised by Maulana Abul Kalam Azad (1888-1958) at various stages of his life. Starting from religious conservatism received from his family, Maulana Azad moved towards rationalism at first and then to Pan-Islamism before finally committing to humanism. In this process of intellectual progression, his perception of Islam and its ideals changed as his social and political interactions changed over time. These changing contours of Maulana Azad‟s thoughts found manifestation in the political practices he carried out from various platforms. Islam served as a great source of legitimation in his political practices. Inspiration for Islamic revivalism drew him into political activities aimed at serving the Muslim cause and fighting British imperialism. Maulana Azad‟s sentiments and aspirations for Islam and Muslims echoed loudly during the Khilafat Movement which brought him closer to communal harmony and also resulted in his lasting association with the Indian National Congress. Whatever the platform he utilised, for Maulana Azad Muslim uplift remained a constant and prime concern in politics which he, ultimately, came to believe could be achieved by Hindu-Muslim unity as a single force against the British colonial power. Key Words: Islam, Pan-Islamism, Rationalism, Khilafat¸ Hijrat-ka-fatwa, Qaul-i-Faisal. Assistant Professor, Department of History, Quaid-i-Azam University, Islamabad, Pakistan. -
Pandit Jawaharlal Nehru Views on Democratic Socialism
International Journal of Humanities and Social Science Research International Journal of Humanities and Social Science Research ISSN: 2455-2070 Impact Factor: RJIF 5.22 www.socialsciencejournal.in Volume 4; Issue 2; March 2018; Page No. 104-106 Pandit Jawaharlal Nehru views on democratic socialism Dr. Ashok Uttam Chothe HOD, Department of Political Science, New Arts, Commerce & Science College, Ahmednagaar, Maharashtra, India Abstract As a thinker he was passionately devoted to democracy and individual liberty this made it inconceivable for him to turn a comrade. He had confidence in man and love for enterprise Dynamism and dynamic were his most loved words. This loaned to his communism a dynamic character. He trusted that communism is more logical and valuable in the financial scene. It depends on logical strategies for endeavoring to comprehend the history, the past occasions and the laws of the improvement. He pursued it, since it can persuade us the reasons of neediness, worldwide clash and government. He understood that Laissez Faire was dead and the group must be composed to build up social and financial justice. Numerous variables contributed for the development of Democratic Socialism in the brain of Nehru. In England he was dubiously pulled in to the Fabians and Socialistic Ideas. When he took an interest in national development these thoughts again blended the coals of Socialistic Ideas in his mind this enthusiasm for communism principally got from books not from the immediate contacts with the wretchedness and misuse of poor by the rich. When he straightforwardly comes into contact with neediness of workers he felt that unimportant political opportunity was inadequate and without social flexibility individuals could gain no ground without social opportunity. -
Rhetorical Analysis on Expectations and Functions in Jawaharlal Nehru’S Eulogy for Mahatma Gandhi
Advances in Language and Literary Studies ISSN: 2203-4714 www.alls.aiac.org.au Rhetorical Analysis on Expectations and Functions in Jawaharlal Nehru’s Eulogy for Mahatma Gandhi Kangsheng Lai* Pingxiang University, China Corresponding Author: Kangsheng Lai, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history The paper introduces the life story of Mahatma Gandhi and Jawaharlal Nehru and then analyzes Received: October 04, 2018 the relationship between the two great people in India. After Gandhi’s death, Jawaharlal Nehru Accepted: December 12, 2018 delivered the eulogy for commemorating his intimate comrade and respectful mentor Mahatma Published: February 28, 2019 Gandhi, the Father of India. Under generic constraints based on audience’s expectation and need, Volume: 10 Issue: 1 the eulogy is analyzed from the perspectives of two major expectations and five basic functions. Advance access: January 2019 Through the rhetorical analysis of Jawaharlal Nehru’s eulogy, it can be concluded that a good eulogy should meet audiences’ two major expectations and five basic functions. Conflicts of interest: None Funding: None Key words: Eulogy, Mahatma Gandhi, Jawaharlal Nehru, Expectation, Function INTRODUCTION Muslim-majority Pakistan. Religious violence took place in the Punjab and Bengal because of the substitution of Hindus, Life Story of Mahatma Gandhi Muslims, and Sikhs decided on setting up their own land. Mahatma Gandhi was born on October 2, 1869. He was Gandhi paid a visit to the places where religious violence an activist in India who struggled for the independence from broke out, intending to give the affected people solacement the British rule all his life. -
Muslim Urban Politics in Colonial Punjab: Majlis-I-Ahrar's Early Activism
235 Samina Awan: Muslim Urban Politics Muslim Urban Politics in Colonial Punjab: Majlis-i-Ahrar’s Early Activism Samina Awan Allama Iqbal Open University, Pakistan ________________________________________________________________ The British annexed Punjab in 1849, and established a new system of administration in form and spirit. They also introduced western education, canal colonies and a modern system of transportation, which had its impact on the urban population. In rural Punjab they collaborated with the landlords and feudal elite to get their support in strengthening the province as ‘grain basket’ for the British Army. The Majlis-i-Ahrar-i-Islam(hereafter MAI) was an urban Muslim organisation, comprised of ex-Khilafatists, trained in agitational politics during the period 1919-1929, many of whom were ex-Congrssites. Ahrar leaders split with the INC over the issue of the Nehru Report in 1929. Soon after the formation of the new party, they decided to participate in INC-led civil disobedience movement of 1930 and were interred in large numbers. The MAI’s platform was based on a united India, but one, which was free from imperial control, anti-feudal, with less economic disparities and had an Islamic system for the Muslims of India. _______________________________________________________________ Introduction A number of religio-political movements emerged from Punjab during the first half of the twentieth century. A study of the history, politics and social structure of Punjab is necessary in order to understand these movements. The Majlis-i- Ahrar-i-Islam (MAI) was founded in 1929 in Lahore, and reflected a unique blend of religion and politics in the multi-cultural province of Punjab in British India. -
Issn: 2278-6236 a Philosophical Review on Contemporary
International Journal of Advanced Research in ISSN: 2278-6236 Management and Social Sciences Impact Factor: 4.400 A PHILOSOPHICAL REVIEW ON CONTEMPORARY EDUCATION K.G. Nandha Kumar* Abstract: This paper discusses the contemporary educational thoughts. Various Modern educational thinkers, thoughts, methodologies and concepts are analyzed under the light of current educational system. There are different schools of thought which focus on different concepts of education and those are critically studied in philosophical perspective. In India, during and after the freedom struggle there were varieties of education systems. Education was viewed as a way to attaining goals in the life but now it is a way to get a job in competitive world. Definition of success is variable and it is changed every decade. Philosophical concepts are base for any type of education. The scenario is changed every time based on day to day requirement in the life. Monetary needs are high at present. The role of education in an individual to the nation is studied under different thoughts. Keywords: Education, philosophers, thoughts, knowledge, problems, policies. *Assistant Professor, Department of Computer Science, Dr.NGP Arts & Science College, Coimbatore, TN, India. Vol. 4 | No. 3 | March 2015 www.garph.co.uk IJARMSS | 11 International Journal of Advanced Research in ISSN: 2278-6236 Management and Social Sciences Impact Factor: 4.400 SCHOOLS OF THOUGHT IN THE PHILOSOPHY OF EDUCATION Many thoughts are being followed across the world in this regard. Today debates are going among educators on issues like whether the students should study either in relation to virtue or in relation to the best of life (materialistic benefits), whether their education ought to be directed move towards the intellect than towards character of soul? In these thoughts five are highly discussed and those are; essentialism, progressivism, perennialism, existentialism and behaviourism. -
November 14, 1954 Jawaharlal Nehru, 'Note on Visit to China and Indo-China'
Digital Archive digitalarchive.wilsoncenter.org International History Declassified November 14, 1954 Jawaharlal Nehru, 'Note on Visit to China and Indo-China' Citation: “Jawaharlal Nehru, 'Note on Visit to China and Indo-China',” November 14, 1954, History and Public Policy Program Digital Archive, National Archives Department of Myanmar, Ascension Number 203, Series 12/3, “Letter from Jawaharlal Nehru to U Nu, relating to Note on Visit to China and Indo-China (16.11.54).” Obtained by You Chenxue. http://digitalarchive.wilsoncenter.org/document/121651 Summary: Nehru gives a detailed report on his visit to China and Indo-China. He first gives a summary of the issues and topics he covered in discussions in China with Zhou En-Lai and Mao, which covered a broad range of subjects including China's Five Year Plan, and various foreign policy issues. Nehru then describes his visit to Indochina, where he speaks with Ho Chi Minh (five days after he takes control of Hanoi) in North Vietnam, and also tours South Vietnam, Laos, and Cambodia. Credits: This document was made possible with support from the MacArthur Foundation and the Henry Luce Foundation. Original Language: English Contents: English Transcription Scan of Original Document SECRET NOTE ON VISIT TO CHINA AND INDO-CHINA During my visit to China, I had a number of talks with the Chinese readers. I had long talks with Premier Chou En-lai [Zhou Enlai] separately. I also had joint talks with Chairman Mao Tse- tung [Mao Zedong] and his principal colleagues, viz., Vice-Chairman Chu The, Chairman of the Standing Committee of the Peoples Congress Liu Shao-chi [Liu Shaoqi], Premier Chou En-lai, Vice-Chairman Soong ching-ling [Song Qingling] (Madame Sun Yat-Sen), Vice-Premier Chen Yen and Chinese Ambassador in India.