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Introduction: Mohandas Karamchand Gandhi was born on 2 October 1869 in Porbandar, a coastal town in present-day Gujarat, India. His father, Karamchand Gandhi (1822–1885), who belonged to the Hindu Modh community, was the diwan (Prime Minister) of Porbander state, a small princely state in the Kathiawar Agency of British India. Social Position: Gandhi was born into the second highest caste in Hindu society – the Ruler-Warrior Caste. As a youth (about 15-years-old): He had his schooling in nearby Rajkot, where his father served as the adviser or prime minister to the local ruler. In May 1883, the 13-year old Mohandas was married to 14-year old Kasturbai Makhanji in an arranged child marriage, as was the custom in the region. In 1885, when Gandhi was 15, the couple's first child was born, but survived only a few days; Later Teen Years: On 4 September 1888, less than a month shy of his 19th birthday, Gandhi traveled to London, England, to study law at University College London and to train as a barrister. His time in London, the Imperial capital, was influenced by a vow he had made to his mother in the presence of the Jain monk Becharji, upon leaving India, to observe the Hindu precepts of abstinence from meat, alcohol, and promiscuity. Gandhi in South Africa: 1893- 1914 : In South Africa, Gandhi faced discrimination directed at Indians. He was thrown off a train at Pietermaritzburg after refusing to move from the first class to a third class coach while holding a valid first class ticket. Traveling farther on by stagecoach he was beaten by a driver for refusing to travel on the foot board to make room for a European passenger. These events were a turning point in his life, awakening him to social injustice and influencing his subsequent social activism. The South Africa Years : Gandhi served in and lead an Ambulance Corps Unit in both the Boer War 1899-1892 and the Zulu War of 1906. By supporting the British government, Gandhi hoped to gain full citizenship for Indians in South Africa, a goal he did not achieve. Returning to India in 1915: In 1915, Gandhi returned from South Africa to live in India. He spoke at the conventions of the Indian National Congress, but was primarily introduced to Indian issues, politics and the Indian people by Gopal Krishna Gokhale, a respected leader of the Congress Party at the time. Role in World War I : In April 1918, during the latter part of World War I, Gandhi was invited by the Viceroy to a War Conference in Delhi. Perhaps to show his support for the Empire and help his case for India's independence, Gandhi agreed to actively recruit Indians for the war effort. In contrast to the Zulu War of 1906 and the outbreak of World War I in 1914, when he recruited volunteers for the Ambulance Corps, this time Gandhi attempted to recruit combatants.
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MAHATMA[THE GREAT SOUL] MOHANDAS KARAMCHAND GANDHI Mohandas Karamchand Gandhi popularly known as Mahatma Gandhi was one of the magnetic leaders who took an active part in the Indian freedom struggle. Born on 2nd October 1869 in Porbandar, he was the youngest son of his parents Putlibai and Karamchand Gandhi. Gandhi got inspired by the book "Unto this Last" by John Ruskin and as a reaction of this he developed a community which he named as the 'Phoenix Settlement'. He created this settlement amalgamating the ideas he read in "unto the Last" and the Ideologies that inspired him in Bhagvat Gita , wherein the dwellers could eliminate ones needless possessions and create a society in which equality and faith prevailed. When he returned to India he established Sabarmati ashram that focused on similar principles as the Phoenix settlement but had an added component of liberating India from colonial rule. He also founded “Sevagram” or work village, with an intention to demonstrate how India’s social and democratic problems should be addressed. This ashram was populated majorly with harijan, because he thought in order to start a reform in the society it is best to start from the downtrodden. He applied all his principles of phoenix settlement in Sabarmati Ashram . He explained the concept of Satyagrah as 'truth force' or 'soul force' rather than the common English term 'Passive Resistance'. He believed that passive resistance was generally referred to as the weapon of the weak while Satyagrah was the true spirit of Indian Resistance. It was focused, forceful, non-violent resistance and explained that the practitioners of Satyagrah or the Satyagrihi's would refuse the injustice by resisting to follow the unjust laws and he would never take an advantage of his opponents problems. In his book "Hind Swaraj Enroute- that is a critique of colonialism and western civilization" he has discussed some of his Ideas in form of answers. He explains that the universe is run by two forces that are the 'soul force' and the 'truth force' which can be described in detail as the force of Love. Gandhi was shattered to see the huge disagreements between Hindus e s and Muslims at the time of independence. Hindus were in majority and this made the Muslims fear their representation in the politics and these differences were even beyond the power of Mahatma to solve. To stop this massive Violence he again went on a fast which he said would end only when violence stopped. The respect of both the groups towards Mahatma was very strong hence they came to an agreement of peace.
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MBA Sem 4 | Business Analytics [BA 4] | Previous Year Question Paper | Summer 2023 | Web and Social Media Analytics | Solved PYQ | By Jayanti Pande | ProNotesJRP
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APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
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INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx
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