Indian nationalism refers to the many underlying forces that defined the principles of the indian independence movement, and strongly continue to influence the politics of India, as well as being the heart of many contrasting ideologies that have caused ethnic and religious conflict in Indian society. Indian nationalism often imbibes the consciousness of Indians that prior to 1947, India embodied the broaderIndian subcontinent and influenced a part of Asia, known as Greater India.
British Crown rule was established in India, ending a century of control by the East India Company. The life and death struggle that preceded this formalisation of British control lasted nearly two years, cost £36 million, and is variously referred to as the 'Great Rebellion', the 'Indian Mutiny' or the 'First War of Indian Independence'.
Mohandas Karamchand Gandhi, more commonly known as ‘Mahatma’ (meaning ‘Great Soul’) was born in Porbandar, Gujarat, in North West India, on 2nd October 1869, into a Hindu Modh family. His father was the Chief Minister of Porbandar, and his mother’s religious devotion meant that his upbringing was infused with the Jain pacifist teachings of mutual tolerance, non-injury to living beings and vegetarianism.
Jabir In Champaran, a district in state of Bihar, tens of thousands of landless serfs, indentured labourers and poor farmers were forced to grow indigo and other cash crops instead of the food crops which was necessary for their survival. These goods were bought from them at a very low price. Suppressed by the ruthless militias of the landlords (mostly British), they were given measly compensation, leaving them in extreme poverty. Now in the throes of a devastating famine, the British levied an oppressive tax which they insisted on increasing in rate. Without food and without money, the situation was growing progressively unlivable and the peasants in Champaran revolted against conditions in indigo plant cultivation in 1914 (at Pipra) and in 1916 at (Turkaulia). Raj Kumar Shukla, an indigo cultivator, persuaded Mahatma Gandhi to go to Champaran and theChamparan Satyagraha began. Gandhi arrived in Champaran 10 April 1917 with a team of[1] eminent lawyers:[2] Brajkishore Prasad, Rajendra Prasad, AnugrahNarayaSinhaand others including Acharyakripalani
In 1919 Gandhi, with his weak position in Congress, decided to broaden his political base by increasing his appeal to Muslims. The opportunity came in the form of the Khilafatmovement,a worldwide protest by Muslims against the collapsing status of the Caliph, the leader of their religion. The Ottoman Empire had lost the World War and was dismembered, as Muslims feared for the safety of the holy places and the prestige of their religion.[61] Although Gandhi did not originate the All-India Muslim Conference,[62] which directed the movement in India, he soon became its most prominent spokesman and attracted a strong base of Muslim support with local chapters in all Muslim
This is the life of my all time favourite historal character, Mohandas Gandhi. I wish his message would be spread in everybody's hearts. Absolutely love this little man.
This powerpoint is about Gandhi's life. It is tailored for Grade 2-4 aged students. It was put together by a parent who came in to present to my class about a person who inspires her for our PYP Unit on Where We Are In Place and Time. Thanks Sona!
Many leaders came and gone but we remember only few, in those category the first person we remember is Mahatma Gandhi a great leader who against British in peaceful way and brought freedom.
About The Author: Arun Gandhi is one of nine surviving grandchildren of Mahatma Gandhi. He currently lives in Rochester, New York, and is founder president of the Gandhi World-wide Education Institute, Wauconda, Illinois. See: www.gandhiforchildren.org and www.arungandhi.net
This is the life of my all time favourite historal character, Mohandas Gandhi. I wish his message would be spread in everybody's hearts. Absolutely love this little man.
This powerpoint is about Gandhi's life. It is tailored for Grade 2-4 aged students. It was put together by a parent who came in to present to my class about a person who inspires her for our PYP Unit on Where We Are In Place and Time. Thanks Sona!
Many leaders came and gone but we remember only few, in those category the first person we remember is Mahatma Gandhi a great leader who against British in peaceful way and brought freedom.
About The Author: Arun Gandhi is one of nine surviving grandchildren of Mahatma Gandhi. He currently lives in Rochester, New York, and is founder president of the Gandhi World-wide Education Institute, Wauconda, Illinois. See: www.gandhiforchildren.org and www.arungandhi.net
Non-Cooperation Movement and Mahatma GandhiRahul Kumar
All that you need to know about the non-cooperation movement in 28 simple and easy to understand slides. This presentation can be used to improve what you will be speaking on the following topic. It also contains many supportive pictures and a video.
Hope you like it.
Designed and edited by Rahul Kumar (with just a little help from Ishaan Duggal).
1 Philosopher of the week Transcript Gandhi speaks.docxoswald1horne84988
1
Philosopher of the week Transcript
Gandhi speaks:
My name is Mohandas Karamchand Gandhi. I was born in 1869 and I was
assassinated in 1948. My leadership in India freed my people, and taught the
world that violence doesn’t always pay. My ethics and principles are easily
understood, but not so easily followed. When asked about my ethical
foundations, I said:
"I will give you a talisman. Whenever you are in doubt, or when the self becomes
too much with you, apply the following test. Recall the face of the poorest and
the weakest man [or woman] whom you may have seen, and ask yourself, if the
step you contemplate is going to be of any use to him [or her]. Will he [or she]
gain anything by it? Will it restore him [or her] to a control over his [or her] own
life and destiny? In other words, will it lead to swaraj, [meaning freedom] for the
hungry and spiritually starving millions? Then you will find your doubts and
yourself melt away."
Can you follow this talisman? Can you hold it close and let it help you find
freedom and truth? I hope that you can. Please, read the lecturette about my
life and I hope that it provides you with some guidance for following the right
path. If you have further questions about my views, there are links on the
lecturettes where you can do more research about me. In today’s world of
violence and pain, can you let my life mean something more? I ask you to do
so.
1
Philosopher Lecturette Transcript
Gandhi Lecturette
Mohandas Karamchand Gandhi was born at Porbandar, a
coastal city in Kathiawad (now a part of the Gujarat State,
India.) on the 2nd October 1869. He was the youngest child of
his parents, Karamchand and Putlibai.
http://www.mkgandhi.org/intro_autobio.htm
Mohandas Gandhi Otherwise known as Mahatma ('Great-Soul')
Gandhi led the Indian nationalist movement against British rule.
He is considered the father of his country. He is famous for his
doctrine of non-violent protest to achieve political and social
progress. (BBC,
http://www.bbc.co.uk/history/historic_figures/gandhi_mohandas.shtml)
Gandhi trained in London to become an attorney where he met the socialist,
George Bernard Shaw, whose ideas contributed greatly to the shaping of his
personality and politics. He returned to India in 1891, to begin practicing law at
an Indian law firm in South Africa. (BBC)
Racial intolerance in India was rampant. He was evicted from train carriages,
barred from hotels and beaten up. These actions caused him to enter into
political activism for equal rights. In 1894 he opposed a bill that would deprive
Indians of their right to vote. Although he failed to stop the bill, his entry into the
political scene was thus established. (BBC)
Gandhi refused to accept the treatment of his people but also refused to lower
himself to the standards of his oppressors. To reconcile these moral imperatives,
he used only nonviolent civil disobedience to force go.
Wild Animals
Origin and Classification
Digestion
Digestive Systems
Reproduction
Sexual Reproduction and Development
Circulatory System
Support System
Respiratory System
Animal Diversity
Levels of Organization
Symmetry
Patterns of Symmetry
Identify the Type of Symmetry
Directional Terms
Germ Layers
Types of Body Cavities
Acoelomate (without a coelom)
Coelomate
Photosynthesis and respiration are reactions that complement each other in the environment. They are in reality the same reactions but occurring in reverse. While in photosynthesis carbon dioxide and water yield glucose andoxygen, through the respiration process glucose and oxygen yield carbon dioxide and water.
They work well since living organisms supply plants with carbon dioxide which undergoes photosynthesis and produces glucose and these plants and bacteriagive out oxygen which all living organisms need for respiration.
Photosynthesis is a process that converts carbon dioxide into organic compounds in presence of sunlight. Respiration is the set of metabolic reactions that take in cells of living organisms that convert nutrients like sugar into ATP (adenosine tri phosphate) and waste products.
Processes in photosynthesis are divided on basis of requirement of sunlight while respiration processes are divided on basis of requirement of oxygen. Hence in photosynthesis you have the light dependent reactions and the dark reactions while inrespiration there is aerobic respiration and anaerobic respiration.
In photosynthesis light dependent reactions, ultra violet light strikes chlorophyll pigments which excites electrons leading to separation of oxygen molecules from carbon dioxide. In the dark reactions, carbon molecules now independent of oxygen are converted into carbohydrates and stored in plant cells as energy and food source. In aerobic cellular respiration oxygen is utilized to convert organic compounds into energy and in anaerobic respiration converts organic compounds into energy without using oxygen.
Photosynthesis and respiration are reactions that complement each other in the environment. They are in reality the same reactions but occurring in reverse. While in photosynthesis carbon dioxide and water yield glucose andoxygen, through the respiration process glucose and oxygen yield carbon dioxide and water.
They work well since living organisms supply plants with carbon dioxide which undergoes photosynthesis and produces glucose and these plants and bacteriagive out oxygen which all living organisms need for respiration.
Photosynthesis is a process that converts carbon dioxide into organic compounds in presence of sunlight. Respiration is the set of metabolic reactions that take in cells of living organisms that convert nutrients like sugar into ATP (adenosine tri phosphate) and waste products.
Processes in photosynthesis are divided on basis of requirement of sunlight while respiration processes are divided on basis of requirement of oxygen. Hence in photosynthesis you have the light dependent reactions and the dark reactions while inrespiration there is aerobic respiration and anaerobic respiration.
In photosynthesis light dependent reactions, ultra violet light strikes chlorophyll pigments which excites electrons leading to separation of oxygen molecules from carbon dioxide. In the dark reactions, carbon molecules now independent of oxygen are converted into carbohydrates and stored in plant cells as energy and food source. In aerobic cellular respiration oxygen is utilized to convert organic compounds into energy and in anaerobic respiration converts organic compounds into energy without using oxygen.
A second type of cell division called meiosis takes place in multicellular eukaryotes. This is a reduction division in which the daughter cells receive exactly half the number of chromosomes of the mother cells.
Meiosis occurs in the production of gametes—the sperm of the males and the eggs of the females. When a sperm fertilizes an egg, a zygote is produced with the appropriate number of chromosomes for the species—in humans (and potatoes) the zygote and the somatic (body) cells produced from it have 46 chromosomes. This is the diploid (2n) number of chromosomes, half of which have come from the sperm nucleus, half from the egg. The sperm and egg are haploid ( n); they carry half the number of chromosomes of the body cells (in humans, 23 in each sperm and egg). Meiosis thus makes it possible to maintain a constant number of chromosomes in a species that reproduces sexually by halving the number of chromosomes in the reproductive cells. Meiosis uses many of the same mechanisms as mitosis and is assumed to have been derived from mitosis after the latter procedures were in place in some early organisms millenia ago.
Figure 1 shows the stages of mitosis, and Figure 2 shows the stages of meiosis. Note that the names for the stages are the same as those of mitosis, with the addition of a numeral to designate either the first or the second divisional stage. Both divisions are part of meiosis; not until the final four daughter cells are produced is the process complete.
Synapsis in Prophase I is a decisive interval in determining the inheritance of the daughter cells. At this time, genetic recombination can occur; that is, daughter cells may receive combined traits of their two parents rather than simply the trait from one or the other. This is possible because the phenomenon called crossing over often occurs when the chromatids lie together—segments containing similar alleles break apart and rejoin to the corresponding segment of the opposite chromatid, thus mixing the traits from individual parents.
A cellular network or mobile network is a wireless network distributed over land areas called cells, each served by at least one fixed-location transceiver, known as a cell site or base station. In a cellular network, each cell uses a different set of frequencies from neighboring cells, to avoid interference and provide guaranteed bandwidth within each cell.
When joined together these cells provide radio coverage over a wide geographic area. This enables a large number of portable transceivers (e.g., mobile phones, pagers, etc.) to communicate with each other and with fixed transceivers and telephones anywhere in the network, via base stations, even if some of the transceivers are moving through more than one cell during transmission.
Cellular networks offer a number of desirable features:
• More capacity than a single large transmitter, since the same frequency can be used for multiple links as long as they are in different cells
• Mobile devices use less power than with a single transmitter or satellite since the cell towers are closer
• Larger coverage area than a single terrestrial transmitter, since additional cell towers can be added indefinitely and are not limited by the horizon
Major telecommunications providers have deployed voice and data cellular networks over most of the inhabited land area of the Earth. This allows mobile phones and mobile computing devices to be connected to the public switched telephone network and public Internet. Private cellular networks can be used for research[1] or for large organizations and fleets, such as dispatch for local public safety agencies or a taxicab company.[2]
In a cellular radio system, a land area to be supplied with radio service is divided into regular shaped cells, which can be hexagonal, square, circular or some other regular shapes, although hexagonal cells are conventional. Each of these cells is assigned with multiple frequencies (f1 – f6) which have correspondingradio base stations. The group of frequencies can be reused in other cells, provided that the same frequencies are not reused in adjacent neighboring cells as that would cause co-channel interference.
The increased capacity in a cellular network, compared with a network with a single transmitter, comes from the mobile communication switching system developed by Amos Joel of Bell Labs [3] that permitted multiple callers in the same area to use the same frequency by switching calls made using the same frequency to the nearest available cellular tower having that frequency available and from the fact that the same radio frequency can be reused in a different area for a completely different transmission. If there is a single plain transmitter, only one transmission can be used on any given frequency.
FLUID MECHANICS
Fluid mechanics is the branch of physics which involves the study of fluids (liquids, gases, and plasmas) and the forces on them. Fluid mechanics can be divided into fluid statics, the study of fluids at rest; and fluid dynamics, the study of the effect of forces on fluid motion. It is a branch of continuum mechanics, a subject which models matter without using the information that it is made out of atoms; that is, it models matter from a macroscopic viewpoint rather than from microscopic. Fluid mechanics, especially fluid dynamics, is an active field of research with many problems that are partly or wholly unsolved. Fluid mechanics can be mathematically complex, and can best be solved by numerical methods, typically using computers. A modern discipline, calledcomputational fluid dynamics (CFD), is devoted to this approach to solving fluid mechanics problems. Particle image velocimetry, an experimental method for visualizing and analyzing fluid flow, also takes advantage of the highly visual nature of fluid flow.
The study of fluid mechanics goes back at least to the days of ancient Greece, when Archimedes investigated fluid statics and buoyancy and formulated his famous law known now as the Archimedes' principle, which was published in his work On Floating Bodies - generally considered to be the first major work on fluid mechanics. Rapid advancement in fluid mechanics began with Leonardo da Vinci (observations and experiments), Evangelista Torricelli (invented the barometer), Isaac Newton (investigated viscosity) and Blaise Pascal (researched hydrostatics, formulated Pascal's law), and was continued by Daniel Bernoulli with the introduction of mathematical fluid dynamics in Hydrodynamica .
Fluid statics or hydrostatics is the branch of fluid mechanics that studies fluids at rest. It embraces the study of the conditions under which fluids are at rest in stableequilibrium; and is contrasted with fluid dynamics, the study of fluids in motion.
• the dynamics of fluids are the foundation of the understanding of water movement in streams and in the subsurface
• we need to understand this in order to figure out how to measure river discharge, for example
• the basic principles also apply to the flow of air, lava, glaciers, and the Earth's mantle
• we usually classify matter as either solid, liquid, or gas, based on macroscopic properties
o a gas takes on the shape and volume of a container,
o a liquid takes the shape of the portion of the container that it fills but retains a fixed volume
o a solid has its own defined shape as well as volume
• liquids and gases are called fluids
• shear stress is a tangential force per unit area acting on a surface
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all dogrammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
The Degrees of Comparison in English grammar are made with the Adjective and Adverb words to show how big or small, high or low, more or less, many or few, etc., of the qualities, numbers and positions of the nouns (persons, things and places) in comparison to the others mentioned in the other part of a sentence or expression.
The Positive Degree of an adjective in comparison is the adjective in its simple form. It is used to denote the mere existence of some quality of what we speak about. It is used when no comparison is made.
The Comparative Degree denotes the existence of a higher degree of the quality than the positive. It is usedwhen two things (or two sets of things) are compared.
The Superlative Degree denotes the existence of the highest degree of the quality. It is used when more than two things are compared.
The grammatical category associated with comparison of adjectives and adverbs is degree of comparison. The usual degrees of comparison are the positive, which simply denotes a property (as with the English words big and fully); the comparative, which indicates greater degree (asbigger and more fully); and the superlative, which indicates greatest degree (as biggest and most fully). Some languages have forms indicating a very large degree of a particular quality
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Establishment of British Rule:
The British East India company arrived in India for the sake of market and
business by taking the permission from the Mughal emperors.
Soon, it got command over India and India started to be under the control of
British rulers for the centuries to come.
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5. Arrival Of Gandhi(1915):
Gandhiji was born in Porbandar, Gujarat on 2nd Oct 1869
The Indian people called Gandhiji 'Mahatma', meaning Great
Soul. At the age of 13 Gandhi married Kasturba, a girl the same
age. Their parents arranged the marriage. Gandhi had four
children. Gandhi studied law in London and returned to India in
1891 to practice. In 1893 he took on a one-year contract to do
legal work in South Africa.
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6. Gandhiji – The father of the Nation
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7. Satyagraha loosely translated as "insistence on truth"- satya (truth); agraha (insistence) "soul
force" or "truth force" is a particular philosophy and practice within the broader overall category
generally known as nonviolent resistance or civil resistance. The term "satyagraha" was coined and
developed by Mahatma Gandhi.
He deployed satyagraha in the Indian independence movement and also during his earlier struggles
in South Africa for Indian rights. Satyagraha theory influenced Nelson Mandela's struggle in South
Africa under apartheid, Martin Luther King, Jr.'s campaigns during the civil rights movement in the
United States, and many other social justice and similar movements. Someone who practices
satyagraha is a satyagrahi.
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Satyagraha:
8. Satyagraha(Contd):
Gandhi envisioned satyagraha as not only a tactic to be used in acute
political struggle, but as a universal solvent for injustice and harm. He felt
that it was equally applicable to large-scale political struggle and to one-on-one
interpersonal conflicts and that it should be taught to everyone.
He founded the Sabarmati Ashram to teach satyagraha. He asked
satyagrahis to follow the following principles (Yamas described in Yoga
Sutra):
EasyShiksha.Com - A Way of Simple Learning
9. Truth — this includes honesty, but goes beyond it to mean living fully in accord with and in
devotion to that which is true
Non-stealing
Chastity (Brahmacharya) — this includes sexual chastity, but also the subordination of other
sensual desires to the primary devotion to truth
Non-Possession (not the same as poverty)
Body-labor or bread-labor
Control of the palate
Fearlessness
Equal respect for all religions
Economic strategy such as boycotts (Swadeshi)
Freedom from Untouchability
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Satyagraha(Contd):
10. harbour no anger
suffer the anger of the opponent
Rules for Satyagraha Campaign
never retaliate to assaults or punishment; but do not submit, out of fear of punishment or assault, to
an order given in anger
voluntarily submit to arrest or confiscation of your own property
if you are a trustee of property, defend that property (non-violently) from confiscation with your life
do not curse or swear
do not insult the opponent
neither salute nor insult the flag of your opponent or your opponent’s leaders
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11. Rules for Satyagraha Campaign(Contd):
if anyone attempts to insult or assault your opponent, defend your opponent (non-violently) with
your life
as a prisoner, behave courteously and obey prison regulations (except any that are contrary to
self-respect)
as a prisoner, do not ask for special favourable treatment
do not take sides in such quarrels, but assist only that party which is demonstrably in the right;
in the case of inter-religious conflict, give your life to protect (non-violently) those in danger on
either side
avoid occasions that may give rise to communal quarrels
do not take part in processions that would wound the religious sensibilities of any community
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12. Rules for Satyagraha Campaign(CONTD):
as a prisoner, do not fast in an attempt to gain conveniences whose deprivation does not
involve any injury to your self-respect
joyfully obey the orders of the leaders of the civil disobedience action
do not pick and choose amongst the orders you obey; if you find the action as a whole
improper or immoral, sever your connection with the action entirely
do not make your participation conditional on your comrades taking care of your dependents
while you are engaging in the campaign or are in prison; do not expect them to provide such
support
do not become a cause of communal quarrels
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20. Events led to the NCM
In 1916 Gandhi travelled to Champaran in Bihar to struggle against the
oppressive plantation system.
In 1917 he organised a satyagraha to support the farmers of Kheda in
Gujarat.
In 1918 he went to Ahmedabad to organise a satyagraha amongst the cotton
mill workers.
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21. Khilafat issue:
After the first world war the Ottoman empire was defeated by the Britain.
A very harsh peace treaty was imposed on the ottoman empire head –the
spiritual head khalifa.
The British humiliated the khalifa and the feelings of the Indian Muslims.
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24. To defend the temporal powers of khalifa,a khilafat committee was formed in
Bombay in March 1919.
Two young Muslim brothers ,Muhammed Ali and Shaukat Ali discussed with
Gandhi to make it a mass movement
Gandhi used this opportunity to bring the Muslims under a unified mass
movement.
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The Ali brothers:
25. This Rowlatt Act was enacted in the year 1919.
According to this act the British government has all powers to repress the
political activities , and allowed the detention of the political prisoners
without a trail for two years.
Gandhi led a various rallies in various cities. these movements were largely
supported by the workers and the peasants.
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Rowlatt Act:
26. Infamous Jallianwalabagh massacre:
On 13 April this massacre took place. on that day a large crowd gathered in
Jallianwalabagh.
Some came to protest against the government and others came to celebrate
Baishaki.
Dyer entered the area blocked the exits and opened fire, killing hundreds.
His statement was that “TO PRODUCE A MORAL EFFECT”
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28. Photo of General Dyer
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29. View of Gandhi:
In the famous book HIND SWARAJ written in 1909 Mahatma Gandhi declared
that British rule was established in India with the cooperation of Indians, and
had survived only because of this cooperation.
if Indians refused to cooperate ,the British rule in India would collapse like a
house of playing cards within a year and swaraj would come.
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30. Launch of Non-co-operation
Movement:
The launch of NCM was started with the idea of Gandhi in the Congress
session of Calcutta in 1920 where he convinced other leaders to start a non-co-
operation movement in support of Khilafat movement as well as for
swaraj.
Finally in 1920 at the Congress session of Nagpur in December a
compromise was worked out and the NCM was adopted.
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34. The measures that supported the NCM:
Burning of the foreign cloth and the usage of swadeshi garments.
Picketing of the liquor shops and following the Gandhian ideas.
Widespread usage of khadi to sysmbolise that the Indians are boycotting the
foreign cloth.
Boycotting of the schools, courts and the government jobs.
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35. Participants view:
Peasants view:-
In Awadh the peasants organised a sabha called Awadh kisan sabha under
the leadership of Baba Ram Chandra and Jawaharlal Nehru.
Planter’s view :-
Under the inland emigration act the planters were not allowed to leave the
tea plantations .On hearing the NCM the planters escaped from the
plantations but later they were caught and punished. Theyss believed that
Gandhi raj come in India.
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36. Participants view(Contd):
Tribal’s view:-
In the Gudem hills of AP a militant guerilla
movement in 1920’s.Due to their dissatisfaction
towards the fact that the britishers were not
allowing the tribals into the forests the rebellion
was started. This revolt was led by Alluri Sita
Ramaraju.
Though the tribals believed the ideas of Gandhi they followed a violent way to
attack the British.
But in 1924 Alluri Sita Ramaraju was arrested and
the Gudem rebellion ended.
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37. Photo of Alluri Sita Ramaraju:
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38. Reasons for calling of NCM:
The support from the base had been lost completely. The strong support from the farmers
and the industrial workers was gradually withdrawn .
The Chauri Choura movement on Feb 1 1922
Led to huge violence. The people burnt the police station in that area and killed nearly
20 police officers. Due to Gandhi had to halt the movement.
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39. Images of Chauri Chaura movement
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40. Images of Chauri Chaura movement
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41. Images of Chauri Chaura movement
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42. Important events after 1924
The major event was that the prices of the agricultural products have been
fallen drastically in 1926 due to the world wide economic depression and
finally the prices collapsed in the year 1930.
In 1927 the Simon Commission was set up.The Simon commission arrived
India in the year 1928.The Simon commission was greeted by the Indians with
the slogan “GO BACK SIMON”
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43. Images of Simon Commission
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44. Other events after 1924:
In 1929 in the month of December under the presidency of Jawaharlal Nehru,
the Lahore Congress session formalized the demand of ‘PURNA SWARAJ” or
full independence for India.
It was declared that 26 January 1930 would be celebrated as the
Independence day when the people were about to take their pledge, but due
to less attraction of the people Gandhi had to find other way to abstract the
idea of freedom in the minds of the people.
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45. Image of Lahore Congress:
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