...rights, associations, and movements of the majority black inhabitants and other ethnic groups were curtailed and Afrikaner minority rule was maintained. British citizen: A British citizen is someone that gained British nationality because they are connected with the UK. British dependent territories citizens: People who live in dependent British colonies like Gibraltar and British Virgin Islands. British Overseas citizens: Groups of people who have a connection with the UK because they lived in a former British colony that is now independent. British Nationals (Overseas): People from Hong Kong were given the chance to acquire this status as many were unhappy at the thought of losing British nationality when Hong Kong was returned to China in 1997. British protected persons: Individuals who had a connection with a former British Protectorate. This is an overseas territory that Britain used to protect, such as the country of Brunei. British subjects: It refers in British nationality law, to a limited class of people defined by Part IV of the British Nationality Act 1981. Under that Act, two groups of people became "British subjects"; the first were people from the Republic of Ireland born before 1949 who already claimed subject status, and the second covered a number of people who had previously been considered "British subjects without citizenship", and were not considered citizens of any other country. This second group were predominantly residents of colonies which had...
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...Servant Leadership Why is it someone can achieve things that seem to defy all the odds? Why is it George Washington, a Virginia farmer with a love for the military became the “Father of our Country” ? An honorable, virtuous, adventuresome, solider who fought for independence from the British. Why him? Why is it that Mahatma Gandhi was the architect of civil disobedience that influenced the world? A struggling, shy, student who had tremendous difficulty speaking in public. Gandhi was unsuccessful as a lawyer in Bombay. He found his calling working for the downtrodden Indian minority in South Africa. Why him? Why is it Mother Teresa, a convent school teacher dedicated to her student’s education became a Noble Prize humanitarian? Her clinics now care for tens of thousands. Why her? Why is it that Jesus, (whether one believes he is just a man or truly the Son of God), became the most influential person who ever lived? Born in a barn to poor parents; Jesus relied on friends and strangers for food and shelter. He changed the culture of the world. Why him? There is something else at play here, Servant leadership. Servant leaders show proof of their character through behavior. They display the common practices of model leadership by modeling the way, inspiring a shared vision, challenging the process, enabling others to act and encouraging the heart (Kouzes & Posner, 2007). Leadership is about service, stewardship, and shepherding those; at...
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...PAPER 28 THE HISTORY OF THE INDIAN SUBCONTINENT FROM THE LATE EIGHTEENTH CENTURY TO THE PRESENT DAY READING LIST: 2012-13 C. A. Bayly cab1002@cam.ac.uk 1 The History of The Indian Subcontinent From The Late Eighteenth Century To The Present Day A fifth of the world's population lives in the Indian subcontinent. While today the region’s place in the global world order is widely recognised, this is in fact only the most recent chapter in a longer history. This paper offers an understanding of the part played by the Indian subcontinent role and its people in the making of the modern world. From the decline of the great empire of the Mughals and the rise of British hegemony, to the rise of nationalism, the coming of independence and partition, the consolidation of new nation states despite regional wars and conflicts, and the emergence of India as the largest democracy in the world, this paper is a comprehensive and analytical survey of the subcontinent's modern history. The dynamic and complex relationships between changing forms of political power and religious identities, economic transformations, and social and cultural change are studied in the period from 1757 to 2007. In normal circumstances students will be given 6 supervisions in groups of 1 or 2. Key themes and brief overview: The paper begins by examining the rise of British power in the context of economic developments indigenous to southern Asia; it analyses the role played by Indian polities and social groups...
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...authors and artist works are worthy of being consider classic and on the off chance that they can be considered similarly great. George Orwell is best prominent for his last two books, the anti-powerful, controlling government works Animal Farm and 1984. He was an exceptionally adroit and experienced writer . Among his most puissant essays is the 1931 self- portraying essay Shooting an Elephant, which Orwell reflects on his experience as a police officer in pioneer Burma. Shooting an Elephant can be identified as one of the most classical essays in the English language. It is an extraordinarily composed article and a dynamite for a topic of portrayal. Throughout the essay, Orwell develops his proposition on the impacts of colonialism on the general population who are abused as well on the general population abuse individuals, also. The theme, of Shooting an Elephant is to uncover the issues between the law and one's ethical feeling of good and bad as this relates to British government solidly. One major key aspect that makes Shooting an Elephant a classical is that it deals with the evils of imperialism. Imperialism has been edified throughout history but Orwell's narration can consider exceptional. However, E.M Forster...
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...Introduction “Police history” predates the evolution of the “police” as a permanent occupational group within a bureaucratic institution, providing the primary state response to crime and disorder. That was primarily a development of the 19th century and a reaction to the rapid social change of the industrial revolution and rapid urbanization. Prior to 1800, governments maintained order by a variety of means, local and national. One of the key historical debates concerns the effectiveness of these approaches and the degree of continuity between the premodern and modern police models. Around 1800 a small number of distinctively different types of police institution emerged. The French, under Napoleon, instituted the Gendarmerie, a state military police model. It evolved from the “Marechaussee,” which had had a dual military and civil function since the 16th century. The model was exported across Europe by Napoleon. The British developed two models. The first, set up to answer similar challenges to the Gendarmerie in France, was the Royal Irish Constabulary model. It was close to the state military model, but distinctively styled as part of the civil power of the state and subordinated to the Magistracy. The Irish model was subsequently exported to Britain’s colonies and became the basis of forces such as the Indian Police Service. The Metropolitan Police was consciously created as a local force with a uniform that was deliberately different from the military and a mission that...
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...1470 America’s Co-Founders The Declaration of Independence is arguable the most important and wide known document in American history. On July 4, 1776 this document signaled America’s separation from the British Empire to the world. America is defined by the men and the minds, behind the declaration; most notably by the author, Thomas Jefferson. The boundaries of the government and rights of its citizens were crucial during the formation of this constitution since these principles were exactly the reason for the uprising of the original thirteen colonies. Thomas Jefferson dedicated most of his life to the crucial needs of America and its government in order to form a true republic of the people. Like many of the Founding Fathers, Thomas Jefferson strengthened his beliefs through personal studies and deep examination of European history. Many history books will tell that the contributing factors that formed Thomas Jefferson’s ideas of the identity of America were linked to events such as the Reformation, the Renaissance, and the British Country party. However, one man’s works continually surfaced in Jefferson’s political and even private writings. John Locke, a British Enlightenment philosopher, was repeatedly referenced in documents like the Declaration of Independence, the Notes on the State of Virginia, and the Summary View of the Rights of British America. Jefferson repeatedly used Locke’s concepts as would even sometimes use the exact same phrases. This would make Thomas...
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...Essays Marking the British Abolition Act of 1807, edited by Peter J. Kitson (University of Dundee) and Brycchan Carey (University of Kingston) On 25 March 1807, the bill for the abolition of the Slave Trade within the British colonies was passed by an overwhelming majority in the House of Commons, becoming law from 1 May 1807. That same year the African Institution was formed to seek the enforcement of the Abolition Act and to further the market for trade with Africa in commodities other than that of human beings. In the same year the United States Slave Trade Act prohibited American citizens from participating in the African Slave Trade. Yet Rio de Janeiro recorded its largest annual import of African Slaves (18, 677) in 1810 and total slave imports to the Americas rose again in the 1820s. After the Emancipation Act, British abolitionists were sorely discomfited to learn that, by 1840, there were more slaves in British India than had been emancipated in the British colonies of the Caribbean. The British Abolition Act (and the later Emancipation Act) has since been subject to intense scrutiny from revisionist historians who have debated its importance and significance. The 2007 issue of Essays and Studies is devoted to essays addressing the literature, language and culture of Abolitionism and Slavery to mark the bicentennial of the Act. The volume is edited by Peter Kitson and Brycchan Carey and contains eight essays of 8,000 words which address a subject relevant to...
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...decisions that we would not have made on our own if we would not of had influence by someone else. In both “Shooting an Elephant,” by George Orwell and “Decolonising the Mind,” by Ngugi Wa Thiong’o both Orwell and Thiong’o received the British colonial education. As humans, others' opinions mean a great deal to us, and in "Shooting an Elephant", and “Decolonising the Mind,” they both have one thing in common: English. "Shooting an Elephant" is the story of a British policeman in Moulmein, a city in Burma, that is torn between shooting or not shooting an elephant that has gone ramped. Many people may misinterpret George Orwell's tone in the essay "Shooting an Elephant." People often construe that the story is about Orwell's decision to either shoot the elephant, or to just peacefully observe it until the mahout came to tame the animal. The story is actually about the struggles Orwell faces because of his position "in between" the Burmese and the imperialistic system. Orwell portrays a distinctive amount of irony in this piece of writing because after he reviewed the situation and started this essay, he spotted a lot of irony in the actions between himself, the people of Burma, and the British Empire. Thiong’o gives a powerful image of how British government tries to control the culture of Kenya. In “Decolonising the Mind”, Thiong’o illustrates his childhood: “All the paper were written in English. Nobody could pass the exam who failed the English language paper no matter how brilliantly...
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...Political legacy of colonialism in India A lot of countries were experienced of political legacy of colonialism. This essay will focus on concept colonialism and its reasons. This notion could be defined in different ways. Colonialism is a situation of some territory which ruled by another country. Colonialism is a political-economic phenomenon whereby various European nations explored, conquered, settled, and exploited large areas of the world. Colonialism developed from imperialism, which can be reffered to as the highest stage of capitalism. In nineteenth century colonialism was motivated by a number of factors including a nation's desire for political and cultural domination and economic exploitation. One example of this period colonialism is Britain's colonization of India. Essay will explain the political legacy of colonialism based on British colonialism in India. In the long history of European colonialism, some colonists did better by their colonies that others. Many motivations pushed Europeans towards colonizing foreign lands. Primarily, nations established colonies to gain economic profits. In the early 1800's, the Industrial Revolution was beginning in such places as Great Britain, and new markets and raw materials were needed to uphold th enew industries. Nations depended on their colonies for raw materials to be used in their factories so that they could produce a growing number of manufactured goods. They then hoped to sell the manufactured goods to their...
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...With trade migration, I look at the history of the trade industry in the region and how the lack of resources available for economic stability cause an increase in movement along borders, which in turn affect social constructions that are significant to the culture. In examining labor migration, I focus more on the movement of the Garifuna across borders to the U.S. and how this movement (due to lack of economic stability in the homeland) affects religious rituals performed in the Garifuna village. Lastly, in investigating cases of land privatization and tourism on Garifuna land, I explore the challenges faced by the Garifuna in preserving cultural aspects due to lack of economic ownership and control of the land they inhabit. Although the Garifuna culture was established on foundations based on migration and displacement, in this essay I argue that the very survival of their culture is directly tied to and threatened by their constant movement (migration) and lack of land ownership and...
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...Edward LeBar November 25th, 2009 HIST 017 Prof: Dan Hambly History of Warfare: Essay Assignment The two key individual advancements of weaponry in warfare that I believe were most relevant to the change in warfare tactics were the Spears used by the Ancient Greek and Macedonian Phalanx (300 B.C.E) and the Long Bow used by the British (1300-1500 AD). Each of these weapons made a huge impact in warfare upon being developed and changed the course of history of their armies who wielded these weapons of excellence. Each weapon was wielded by soldiers slaying millions of people during many glorious historical battles still taught to students around the globe today about their importance to warfare. “One of the earliest, and certainly the deadliest of these first purpose-made weapons, was the spear” (Weir, 2005). The spear was developed in early known warfare, and had an impact when the Ancient Greeks wielded the spear in their battles. The Spear was a simple weapon to make as it consisted of a wooden poll 6 to 8 feet in length with a sharp piercing arrowhead attached to the end capable of puncturing any enemy armor. The Ancient Greek’s developed the spear to be able to attack an enemy from a longer range than the sword and used the spear with tactics and coordination with a Hoplon shield protecting the Hoplite soldier which was later called a Phalanx. The spear proved to be very useful to the Greek Phalanx providing the Greek’s with many victories with this particular weapon...
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...Post-National Enquiries Post-National Enquiries: Essays on Ethnic and Racial Border Crossings Edited by Jopi Nyman Post-National Enquiries: Essays on Ethnic and Racial Border Crossings, Edited by Jopi Nyman This book first published 2009 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2009 by Jopi Nyman and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-0593-9, ISBN (13): 978-1-4438-0593-3 TABLE OF CONTENTS Acknowledgments ..................................................................................... vii Chapter One................................................................................................. 1 Introduction Jopi Nyman Part I: Crossing Racial Boundaries Chapter Two ................................................................................................ 8 Between Camps: Paul Gilroy and the Dilemma of “Race” Tuire Valkeakari Chapter Three ............................................................................................ 30 Breaking the Apartheid: Blocking Actors of Color in Globalized Multicultural...
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...MEG-1,2,3 & 4 Master’s Degree Programme in English (MEG) ASSIGNMENT (For July 2015 and January 2016 Sessions) Compulsory Courses of M.A. English – 1st Year) British Poetry-01 British Drama-02 British Novel-03 Aspects of Language-04 School of Humanities Indira Gandhi National Open University Maidan Garhi, New Delhi-110 068 1 Master’s Degree in English Assignments for 1st year Compulsory Courses Course Code: MEG Dear Student, This booklet contains all the assignments of the Compulsory Courses of MA (English) 1st year namely: MEG-01 MEG-02 MEG-03 MEG-04 British Poetry British Drama British Novel Aspects of Language Each course will comprise one assignment of 100 marks. This assignment will be tutor marked. Aims: The TMAs are concerned mainly with assessing your application and understanding of the course material. You are not required to reproduce chunks of information from the course material but to use the skills of critical appreciation that you may have acquired during the course of study. These assignments aim to teach as well as to assess your performance. Please ensure that you read the texts and the accompanying study guides that we have prepared for you. Let me repeat: you must read all the texts prescribed. Do make points as you go along. If there is anything you do not understand, please ask your Counsellor at the Study Centre for clarification. Once you are able to do the assignments satisfactorily, you will be ready...
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...former 13 United British colonies, but ended in a global war between several European palatable powers. For about a decade, tension had been mounting between Great Britain and the American Colonies. The British government had passed a series of laws in an attempt to take control over the colonies. Americans had become so used to having control over their own local government so they objected to the new laws and protested against being tax without their consent. This was the sudden and unfair taxation of the colonists that led to the Revolutionary War. The American Revolution was the result of a series of social, political, and intellectual transformations in early American society and government, collectively referred to as the American Enlightenment. Americans rejected the oligarchies common in aristocratic Europe at the time, championing instead the development of republicanism based on the Enlightenment understanding of liberalism. Among the significant results of the revolution was the creation of a democratic elected representative government responsible to the will have of the people. However, sharp political debates erupted over the appropriate level of democracy desirable in the new government, with a number of Founders. Seventeen sixty-three was a year of great celebration; it was the year of the French and Indian War’s end. The British defeated the French and their Native American allies, in North America. The colonists were pleased with the British victory, because...
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...U.S. History and Constitution HIS120 Student Learning Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S....
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