Journal articles on the topic 'India – Politics and government – 16th century'

Great astonishment has been expressed at the recent vitality of the Hindu religion at Ajudhia [sic], and it was to test the extent of this chiefly that … this statement has been prepared. As the information it contains may be permanently useful, I have considered it well to give it a place here. This information is as correct as it can now be made and that is all that I can say CARNEGY(1870: appendix A)After the destruction of Ayodhya's Babri mosque in 1992 by supporters of the Vishva Hindu Parishad (VHP), the statement above seems laden with premonition of the events to come (Rao 1994). More importantly, Carnegy’s comments highlight that the mosque’s destruction was not simply the result of 20th-century politics. The events surrounding and following the outbreak of violence in 1992 have resulted in more ‘spilt ink’ than Carnegy could ever have imagined. This literature can be divided into two main categories; firstly, the initial documentation submitted to the government by a group of VHP aligned historians, which presented the ‘archaeological proof’ that the Babri mosque had occupied the site of a Hindu temple dating to the 10th and 11th century AD (VHP1990; New Delhi Historical Forum 1992). This was believed to have marked the birthplace of the Hindu god Rama (hence the name Rama Janmabhumi — literally ‘birthplace of Rama’), and been demolished at the orders of the Mughal emperor Babur during the 16th century. As a response, a second group of ‘progressive’ Indian historians began a counter-argument, based on the same ‘archaeological proof’ that no such temple had ever existed (Gopal et al. 1992; Mandal 1993). The second category is a growing body of literature which has filled many pages of international publications (Rao 1994; Navlakha 1994). Especially following the World Archaeology Congress (WAC) in Delhi (1994), and subsequently in Brač, Croatia (1998), this has been preoccupied with finding an acceptable route through the battlefield which arises as a result of the problematic, but recurrent, marriage between archaeology, folklore and politics (Kitchen 1998; Hassan 1995).

The article is devoted to the analysis of the current economic situation in Indonesia and the prospects for RussianIndonesian economic cooperation. The author covers the economic development of Indonesia since 1998 Asian economic crisis, the domestic economic agenda and the policy of new President D. Widodo, as well as the history and potential for the further development of trade and economic relations between Russia and Indonesia. The relevance of the research is determined by the increasing role of Indonesia in international politics in the 21st century. Indonesia is the fourth largest country in terms of population, after China, India and the United States. Its economy is 16th in the world and first in ASEAN. It is a member of G20. It is expected that Indonesia will enter the top five largest world economies by 2030. For Russia, the development of relations with the rapidly developing Asian countries is an important element in of its foreign policy strategy of diversifying trading partners and entering the promising markets of developing countries. The main purpose of the article is to analyze current challenges faced by the Indonesian government in implementing new economic policy, to identify promising areas of bilateral cooperation of Russia and Indonesia in the context of anti-Russian sanctions. The article points out the potential of these relations and the mutual benefits for the Russian and Indonesian economy. The author used mainly the historical method, which allows tracing the history of the development of the economic situation in Indonesia and the evolution of Russian-Indonesian relations. While analyzing Indonesia’s domestic economic policy, the key research method has been a comparative analysis, which contributed to summarizing the achievements of Indonesian politics. In conclusion, the author identifies promising areas for further development of Russian-Indonesian trade and economic relations taken into account modern Indonesian economic policy’s need agenda.

This study aims to examine the way in which European writers of the 16th, 17th, and 18th centuries represented Ottoman government. The Ottoman Empire had a special place in European experience and thought. The Ottomans were geographically close to Western Europe, yet they were quite apart in culture and religion, a combination that triggered interest in Turkish affairs.1 Particularly important were political affairs. The Ottoman government inspired a variety of opinions among European travelers and thinkers. During the 18th century, the Ottomans lost their image as formidable and eventually ceased to provoke curiosity in the European public. They were no longer dreaded as the “public calamity”; nor were they greatly respected as the “most modern government” on earth. Rather, they were regarded as a dull and backward sort of people. From the 16th century to the 19th century, the European observers employed two similar, yet different, concepts to characterize the government of the Ottoman Empire. The concept of tyranny was widely used during the 16th and 17th centuries, whereas the concept of despotism was used to depict the regime of the Ottomans in the 18th century. The transition from the term “tyranny” to that of “despotism” in the 18th century indicates a radical change in the European images of the Ottoman Empire. Although both of these terms designate corrupt and perverse regimes in Western political thought, a distinction was made between tyranny and despotism, and it mattered crucially which term was applied to the Ottoman state. European observers of the empire gave special meanings to these key concepts over time. “Tyranny” allowed for both positive and negative features, whereas “despotism” had no redeeming features. Early modern Europeans emphasized both admirable and frightening aspects of Ottoman greatness. On the other hand, the concept of despotism was redefined as inherently Oriental in the 18th century and employed to depict the corruption and backwardness of the Ottoman government. This transformation was profoundly reflected in the beliefs of Europeans about the East. That is, 18th century thought on Ottoman politics contains a Eurocentric analysis of Oriental despotism that is absent from the discussions of Ottoman tyranny in earlier centuries.

This article studies some stages and debates about the access of New Spain’s Indians to major studies: The discussion about their mental capacity in the 16th century, the impulse of Carlos II to the indigenous nobility in the 17th century, or the reticence in the Royal University of Mexico and the Church to their acceptance in the 18th century. It also analyzes the responses given by the Crown to the interest of the Indians elites in superior studies, degrees and public positions, protected by their rights as free vassals of the kingdom and as nobles, comparable to the Spanish nobility. Despite the insistent resistance of sectors of the colonial government and society to the rise of Indians, they firmly defended, in the 18th century, the rights and privileges granted to them by the monarchy since the beginning of New Spain, thereby achieving their entry into the university, colleges, and clergy.

The article investigates new sources, Western European, mainly English diplomatic reports – several being so far unknown for Hungarian scholarship, or, if known, not examined in this regard – e.g. held at the British Library Manuscript Collection to shed light on Hungarian-Ottoman relations at the eve of the fall of the “shield of Christendom”, Belgrade in 1521. The article follows the mission of Hieronymus Balbus, an Italian at the diplomatic personnel of Jagiellonian Hungary, in 1521 to the Habsburg, Tudor and Valois courts. Balbus’s diplomatic workings – through the embassy to the Emperor (Charles V in Worms and Brussels), a peace conference at Calais and Cardinal Wolsey and Henry VIII, King of England – has not been adequately seen in Hungarian historiography, and some of his letters and political activity ranging from Bruges, Worms, Calais, London and Cologne has not so far been mapped, yet new insights can be given for the understanding of Louis II’s diplomatic efforts during the stress of the siege and loss of Belgrade in 1521. The investigation is largely based on Balbus’s dispatches – which has not survived in Hungarian archival material but were preserved in the reports of English envoys of his activity, to the maker of Tudor policy, Chancellor Wolsey. The correspondence of Balbus provides valuable information on the administration of Louis II, about its relationship with the Turks and the Emperor. The leaders of Hungarian diplomacy did not lack astuteness and “had a clear picture” about the international power relations. The government experimented with alternatives, provided they did not receive any aid from the Habsburgs: they were willing to go as far as making an alliance with not only the English, but even with the Emperor’s enemies, the Valois. In 1521, despite the powerful Habsburg dominance, Hungarian foreign politics did have some room to manoeuvre.

“Tamasha” is a form of entertainment, which came in the 16th century and transforms it into business and politics after the independence of India. It became a cultural part of the Kolhati community in Maharashtra. This paper has significant to define that the politics of Tamasha and female suffering through the twentieth century dalit autobiography Kishor Kale’s Kolhatyach Por (1994). It will also discuss that his personal and painful experiences where he born and grown up in the misery environment. It needs to understand that how the dalit women becoming the victims of politics and how their family takes tragic and painful end. Therefore, this paper tries to make a link between the Tamasha dancers and the dalit experiences through the power politics. In the end, it comes to conclude that emergence of the dehumanized social conditions and ignorance of the dalit Kolhaty community. It demands for their right and the respect of the Tamasha art.

AbstractThe file is synonymous with British bureaucracy but it had a long gestation from at least the 16th century. It emerged slowly from the chrysalis of the docket during the 19th century, differentially in the various departments of state and became a fixity following reforms in the aftermath of the First World War. Even then the system of recording information in government was not uniform and was subject to the exigencies of the financial crisis and the commitment of officials. Although India and the rest of the Empire had separate administration, there was very little attempt to manage and preserve information effectively. Most initiatives met only with partial success and were often resented by junior officials. Registries in keeping with long-held commitment to paucity in government spending were and are poorly staffed and resourced. This article traces the evolution of the file until its demise in the digital age.

The middle of the twentieth century witnessed a serious border dispute between China and India. This article explores how these countries used multiple media (e.g., historical documents and film) to support their respective territorial claims. The two countries pursued similar authoritarian approaches by expanding their archival holdings, banning books, and selectively redrawing maps. They regarded dissenting views not only as incorrect but as national security threats. China and India policed domestic media to legitimize government policies and to present their cases to the international community. The British government, for its part, demonstrated its support for India. Because British leaders sympathized with their former colony and because the borders of India were a product of the British Empire, leaders in the United Kingdom endorsed Indian propaganda. Nevertheless, democracy in India and the United Kingdom rendered complete control of the media difficult. The Sino-Indian conflict therefore represented a war over information as well as territory.

The article shows the importance of oriental publications Sulalat-us-salatin: Malay Manuscript of Kruzenshtern and its Cultural and Historical Significance and Travel and Latest Observations in China, Manila and the Indo-China Archipelago for studying the colonial policy of the Netherlands in Indonesia as part of the training course "Politics of European Powers in the Countries of the East in the 16th-early 20th century" of Master's program at the Petrozavodsk State University. The organization of the first Dutch expedition to the East Indies in 1595-1597 and the creation of the United East India Company are analyzed. The materials of the article can be useful in preparation for classes in the field of History.

Ketuanan Melayu” is a conception of Malay political hegemony in Malaysia. The terminology was firstly introduced by a member of Parliament of Malaysia from the United Malay National Organization, namely Dato’ Abdullah Ahmad, in a speech offered at the Institute of Intenational Affairs, Singapura, Agustus 30, 1986. The speech was originally aimed at countering the negative propaganda proposed by the Malaysian Indian and the Malaysian Chinese, who accused that the special socio-political privileges given to the indigenous Malaysian peoples in the Malaysia’s Constitution (partaicularly in article 153) and the affirmative discriminative New Economic Policy of 1971 have been a servere strategy to condemn the Indian and Chinese Malaysians. On the other hand, the Malays in Malaysia traced the idea of Malay political hegemony from the political situation in the period of Malay kingdom of Melaka in the 15th century. They considered the period of Melaka as the golden age of Malay political sovereignty in Selat Melaka. When Melaka was occupied by the Portuegese in the 16th century, and followed by the Dutch in the 17-18th centuries, the political sovereignty of the Malays in the Malaysian Peninsula was carried on by the newly subsequent Malay kingdoms, such as Johor, Kedah, Kelantan, and others. In this article, I proposed that what is now called Malay political hegemony could be compared to what was called beschikkingsrecht in Dutch language, in the colonial period of Indonesia. This terminology was introduced by an adat law scholar, van Vollenhoven, in 1905, referring to the sovereignty of the native peoples in Malay Archipelago over their land and political state. Lastly I find the debate on the Malay political hegemony in Malaysia recently, whether between the natives versus the immigrants, or between the ruling Malays versus the opposition Malays, are pertaining with 6 articles in the Constitution and Act of Malaysian Armforce of 1972. This set of rules is knownly called Wasiat Raja-raja Melayu (The Wasiat of the Malay Sultans). Therefore, I conclude, the Malay political hegemony is constitutionalized, thus it is unnecessary for the Malays to boasting it anymore. The real problems of the Malay political hegemony now in Malaysia rests on the way it has been implemented by the Malaysian government.

Abstract Referring to Fustel de Coulanges’ distinction of urbs and civitas, the article discusses political theory and practice in 16th-17th-century Poland. While in western Europe an important shift in the notion of politics took place, and the civitas aspect of cities deteriorated as they were conquered by new centralized nation-states, the Polish–Lithuanian Commonwealth was an attempt to recreate the ancient and mediaeval concept of civitas – a community of free citizens, actively participating in the government – at the state level. As its proponents, such as Stanisław Sarnicki, argued, Poland was to become a city rather than a state, and so the theoretical justification, political practice, and eventual failure of this project is an interesting, though extreme, historical example of difficulties embedded in a more universal ‘quest for the political form that would permit the gathering of the energies of the city while escaping the fate of the city’ (Manent 2013: 5).

AbstractIn 1880, the British Government of India passed an act for appointing individuals to the office of qazi to perform and record Muslim marriages. The act, a product of legislative collaboration, framed marriage registration as a solution to countless problems related to marriage. As a result, qazis and their assistants (nāʾibs) in places like Meerut recorded thousands of marriages using enumerative categories mirroring those found in colonial records. Yet rather than solving the problems surrounding Muslim marriages, as the act intended, these registers turned marital events into administrative facts and invited further management of Muslim marriages in the twentieth century.

AbstractRelics of Sāriputta and Moggallāna, two of the Buddha's closest disciples, were discovered by Fred. C. Maisey and Alexander Cunningham in a stūpa at Sānchī in 1851 and were re-enshrined at the same place in November 1952. The exact whereabouts of the relics between these two dates has been uncertain, partly because both Buddhists and scholars have assumed, incorrectly, that the relics that were brought back to India had been in the possession of Mr Cunningham. The purpose of this article is to give a detailed account ot the relics of Sāriputta and Moggallāna found at Sānchī. The account is based on correspondence and notes about the relics found in archives of the Victoria & Albert Museum, London, and on relevant sources published by the Maha Bodhi Society. I argue that the quarrel over the relics was an important part of the revival of Buddhism from the end of the nineteenth century. I also discuss how the relics of the two saints were used by the government of India as nationalist symbols.

Since the beginning of the provincial election in the early twentieth century, ‘caste’ has been a ‘political issue’ in India. It transformed into a matter of serious political contradiction when the ‘reservation’ was introduced in India. After the independence of India, in all provincial and parliamentary elections starting from to 1952 till date, organized political parties have further contributed to the ‘process of politicization of caste’. Truly speaking, caste is now a ‘determinant factor’ for formation of the union government. This trend has been equally detected in certain provinces of India especially where the Scheduled Castes (SCs) have substantial concentration. West Bengal, with 21,463,270 SC population (i.e., 23.5% of the state’s population), has been experiencing caste politics since 1952. However, the SCs of this state have been used in electoral politics merely as ‘voters’. They were controlled by the ‘Rights’, till 1962. The period from 1962 to 1976 was a transitional phase from the ‘Rights’ to ‘Lefts’. The ‘Lefts’ established their control over the SCs in 1977. However, re-emergence of the ‘Rights’ (particularly of the All India Trinamool Congress [AITMC]) in 2011 has transformed the SCs as the ‘puppet dancers’ under the direction of the ‘Rights’.

Aceh is regarded as the strongest ally of the Ottomans in the east, in the 16th century and 17th century AD. At that time, the two governments exchanged gifts with each other, and benefited together; whether in the form of trade, or in the form of technology and the military. The historical record notes that Aceh started making official relations with the Ottomans during the reign of Sultan Salahuddin, which is the 2nd in the Sultanate of Aceh. Yet to be studied in this paper is that the establishment of diplomatic relations between Aceh and Turkey during the reign of Sultan Alauddin Mansur Shah. Remarkably, Sultan Alauddin Mansur Shah hailed from Perak, but was crowned the 8th Ruler of Aceh. This qualitative study uses the library approach entirely to highlight the role and contribution of Sultan Alauddin Mansur Shah in efforts to strengthen cooperation between Aceh and Turkey. With the help of the Ottomans, he launched an attack on the Portuguese in Melaka. Aceh’s strength even feared by the Portuguese authorities in Goa, India, forcing them to seek assistance from Lisbon. In conclusion, Sultan Alaudin Mansur Shah not only gained recognition from the Ottoman government but also succeeded in upholding the greatness of Islam; when reviving the trade routes of Muslims and looking after the welfare of Muslims in the archipelago.

The research article is concerned with the mechanisms of cooperation between India and African countries in the latest historical period. The international support that India has provided to many African countries over the decades underscores the political commitment of the Indian leadership to speak on behalf of the nations of the global South. The government of Narendra Modi focuses on the common historical struggle of Indians and Africans against the colonial powers, as on the importance of developing cooperation in the politics, economy, energy, education, culture and humanitarian issues. The parties are interested in developing new approaches to environmental protection, and closely cooperate within the framework of the UN mechanism for sustainable development, actively participating in the formation and discussion of the climate agenda. Three successful Africa-India summits (in 2008, 2011 and 2015) showed a common interest in expanding the nature and areas of interaction. Moreover, India, experiencing an acute need for primary energy resources and minerals, sees in Africa not only a potential supplier of those resources, but also a capacious market for its products. In pursuit of all the interests mentioned, India, on the way of cooperation with African countries, often encounters the unpreparedness of African colleagues for direct dialogue, as well as opposition from other major players operating in the region. Among them, the UK and China play a key role. The authors come to the conclusion that at present India has a clear and comprehensive strategy for promoting its interests in Africa and considers the continent as a strategic one. At the same time, a large number of the variables associated with a specific process of interaction and regional development remain in the system of cooperation between India and African countries.

This article re-examines the constitutionalism that underlay moderate self-rule movements in Ireland and India. We argue that early self-rule movements in India and Ireland were rooted in the same civic republican tradition that also influenced Anglo-American political thought but developed it in ways that have no counterparts in English political thought. These developments left a lasting legacy on constitutional thought in India and Ireland and present a contrast with nineteenth-century British political and constitutional thought. Through an examination of Mill and Dicey’s views on empire, we show that constitutional thought in the UK saw a shift away from older republican traditions of politics towards an interests-based constitutionalism, which saw government as being justified by its efficiency in promoting particular interests. We conclude by considering some of the broader implications of our work for the manner in which the British Empire is treated in constitutional scholarship in the present day.

AbstractIn the South Asian setting, the fields of gender history and family history are still predominantly concerned with relatively elite social groups. Few studies have examined issues of gender and the family in the history of Dalit, low-caste, and socially marginalized communities, especially those that were labelled ‘criminal tribes’ from the mid-nineteenth century on. This article explores the ways in which gender patterned criminalized communities’ experiences of everyday colonial governance under Part I of the 1871 Criminal Tribes Act (CTA) in the first two decades that it was enforced in northern India. In this early period, the colonial government did not closely regulate marriage practices, domestic arrangements, or the gendered organization of labour within communities categorized as ‘criminal tribes’. Nevertheless, notions of sexuality and gender underlay colonial knowledge of the ‘criminal tribes’, which emerged in dialogue with middle-class Indian gender and caste politics. Moreover, the family unit was the central target of the CTA surveillance and policing regime, which aimed to produce ‘industrious’ families. Officially endorsed forms of labour had complex implications for criminalized communities in the context of North Indian gender norms and strategies of social mobility. Gender power dynamics also shaped criminalized peoples’ interpersonal, embodied interactions with British and Indian colonial officials on an everyday basis. Meanwhile, different forms of leverage and evasion were open to men and women to cope with their criminalization and so the colonial state was experienced in highly gendered ways.

The Kingdom of Bhutan lies in the folds of the eastern Himalayas, sandwiched between India to the south and China to the north. It has a total area of 38394 km2, which is roughly the size of Switzerland, and a population of a little over 70 0000 (Royal Government of Bhutan, 2002). It is a mountainous country, except for a small flat strip in the southern foothills. The official language is Dzongha, but English is widely spoken. English is the medium of instruction from pre-primary level onwards. In 1999 Bhutan allowed viewing of television and use of the internet, as a step towards modernisation. In the early 20th century, Bhutan came into contact with the British Empire; Bhutan maintains strong bilateral relations with India. Business Week magazine in 2006 rated Bhutan the happiest country in Asia and the eighth happiest in the world, based on a global survey. Bhutan is in fact the only country where happiness is measured in the form of an index, ‘Gross National Happiness’. The main religion practised in the country is Buddhism, with Hinduism as the second most prevalent. The capital and largest city is Thimphu. In 2007, Bhutan made the transition from absolute monarchy to constitutional monarchy, and held its first general election in 2008. Bhutan is a member of the United Nations and of the South Asian Association for Regional Cooperation (SAARC); it hosted the 16th SAARC summit in April 2010.

The relation between region and nation are understood as emerging simultaneously. An understanding of the articulacy of the Bodoland movement which demands a separate homeland in terms of a separate state carved out of Assam in India, demonstrates that, although the Bodoland movement challenges the distribution of autonomy over territory, it reflects in it the Bodo question of identity. This is reflected in the imagined boundaries which endow the problem of land alienation and render it in terms of ethnic space. At the same time, these boundaries present the viable part of being a home to many other communities other than the Bodos. In doing so, the Bodos trace their belongings and affiliations to a tribe. This study is a reflection upon how the Bodoland movement of the twentieth century takes up the issue of tribal land alienation in the proposed Bodo homeland. The paper intends to brings out the relation between land alienation and the government policies of land allotment which are being used for various development purposes.

The relation between region and nation are understood as emerging simultaneously. An understanding of the articulacy of the Bodoland movement which demands a separate homeland in terms of a separate state carved out of Assam in India, demonstrates that, although the Bodoland movement challenges the distribution of autonomy over territory, it reflects in it the Bodo question of identity. This is reflected in the imagined boundaries which endow the problem of land alienation and render it in terms of ethnic space. At the same time, these boundaries present the viable part of being a home to many other communities other than the Bodos. In doing so, the Bodos trace their belongings and affiliations to a tribe. This study is a reflection upon how the Bodoland movement of the twentieth century takes up the issue of tribal land alienation in the proposed Bodo homeland. The paper intends to brings out the relation between land alienation and the government policies of land allotment which are being used for various development purposes.

Purpose of the study: The study focuses on the rise of India in the new balance of power in Asia since the beginning of the 21st century. It had three major purposes: (a) to discover the new balance of power in Asia (b), to examine the possible predicting scenario about the role of India in Asia’s order; (c) to understand critical influences of the Indian rise that affect on India-Vietnam relations. Methodology: This study describes a qualitative study based upon a combination of three main methods such as historical method, analysis-synthesis method (documentary analysis), and case study method. The data were sourced from secondary data and content analysis in various publications of governments, foreign governments, or international bodies. Moreover, foreign policy journals, books, magazines, newspapers, and public records. Main Findings: The study had some key research findings. The first main finding was that the rise of India would contribute to the common development of Asian countries and affirm the position of Asia on the world map. The second major finding was that India-Vietnam relationships supported India becoming a peaceful superpower dominating East Asia, especially Southeast Asia. Applications of this study: The implications of the study can be supported by the observation of foreign policy substitutability. This study about the rise of India can be used to get the support of the policymaker or government to make the foreign policy adapting to the new era in Asia. Moreover, the study is also a valuable document for students majoring in International Relations, International History, and Politics. Novelty/Originality of this study: There is no or has not been any study that discusses the rise of India in the new balance of power in Asia since the beginning of the 21st century and its impacts on India-Vietnam relations.

I feel the need to divide that into two categories; formal relationships and informal relationships. In this case, formal relations are based on politics and military, that is, relationships that were built in the 16th century. The farther away the year, the more cryptic the sources will be. But since the 1530s, Acehnese envoys began to appear in Istanbul, and they were involved in Aceh-Ottoman cooperation. They came to ask for military assistance to fight Portuguese colonialism in the region. By conducting literature study, verification, and interpretation, the author returns to the description of a brief history through the sources written when the Ottoman Turks were still standing. In Muhamad Farid Beik's work, which tells the Ottoman Turkish Government sent a complete fleet to the Archipelago complete with the crew and others. This means that formal relations were established before 1530 AD. After that, there had been diplomatic and military relations between the two sultanates. Turkish cannons that were brought to Aceh are still in the Dutch museum. The relationship between the Ottoman Turks and the Nusantara was not only based on benefit but also based on panic Islamism in facing the same enemy, namely the Portuguese colonialists. When Indonesia faced the Dutch, the Ottoman Turks still provided informal assistance through volunteers due to Western pressure, mainly the British.

Melaka is known to have historical values, even the beginning of the birth of Malaysia began in this country. Melaka is also known as the main maritime trade center in this region precisely in the 16th century. Traders from various countries such as Arab, China, India and Europe also came to Malacca to trade silk, spices, gold and porcelain. Therefore on July 7, 2008 UNECSO recognized Melaka as a World Heritage City State together with Georgetown, the State of Penang. Now, Melaka is here to offer a variety of tourism products based on 13 Tourism Product Sub-Sectors, including History, Culture, Recreation, Sports, Shopping, Conventions, Health, Education, Agro Tourism, Culinary, Melaka My Second House, Youth Tourism and Ecotourism. With the theme "Touring Historical Melaka Means Visiting Malaysia" and "Melaka Bandaraya Melaka UNESCO World Heritage" Melaka offers a variety of cultural uniqueness such as Malay, Chinese, Indian, Portuguese, Peranakan, Chitti and others. To further enhance the Melaka tourism industry, the Melaka State Government took the initiative to launch Visit Melaka Year 2019 (VMY 2019) which aims to showcase the culture and uniqueness of Melaka through "Melaka A Gateway to Historic Malaysia". This research explores forms of tourism communication in the 2019 Melaka Visit Program launched by the government, Malaysia, with a case study on tourists. This research uses a qualitative approach with a case study method. Research data collection using interview methods, involved observation and literature study. The purpose of this study was to determine the effectiveness of the Melaka tourism communication strategy launched by the government, through a number of communication channels, one of them through social media. The results showed that social media has a significant role in creating emotional experiences about the tourist attractions they visit..

India has the worst sanitation situation in the world. Over the past century, Indian political leaders have made public statements expressing the intensity of the problem, deeming sanitation more important than political freedom, independence and religion. Recently, two prominent political parties—National Congress and Bharatiya Janata—argued about who deserves credit for improving India’s cleanliness. In response, this article is guided by the question: Does it matter which political institutions are supporting sanitation improvements in India? Using two theoretical lenses, agenda setting and political control of bureaucracy, this article discusses (1) the problem, politics and policies in India’s sanitation policy subsystem, and (2) mechanisms to align policy preferences across levels of government. Utilizing an agenda setting conceptual framework, the discussion highlights the role of international organizations in problem identification; party ideology and values and capacity issues that challenge the policy arena. The discussion turns to alignment of policy preferences across India’s multi-level governance structure, pointing to monitoring to reduce principal-agent problems, drawing from political control of bureaucracy theory. Given that national political leaders observably support sanitation, this article proposes that aligning policy preferences between national political institutions and local implementation agencies is imperative for achieving sanitation policy goals in federalist India.

AbstractCows have been the subject of political petitioning in South Asia for over a hundred years. This article examines the changing relationship between communities and the state in India through the transformation of petitioning practices—from ‘monster’ petitions, to postcard campaigns and constitutional writs—by the proponents and opponents of the cow protection movement from the late nineteenth century through to the first decades of independence. The article shows that, instead of disciplining and formalizing popular politics, petitioning provides channels for mobilization and disruption. As Hindus and Muslims engaged in competitive petitioning to rally a public, persuade the executive, or litigate through the courts, the question of cow slaughter was recast from one of community representation to religious belief, to property rights, to federalism, and, finally, questions of national economic development. In the absence of representative government in colonial India, Hindus for cow protection generated massive petitions which argued that they represented popular democratic will. Despite the lack of a constitution, Muslim petitioners sought to establish a judicially enforceable framework to protect their right to cow slaughter. Independence, which brought both democracy and a written constitution, caused a fundamental break with older claims and forms of petitioning, and led to both Hindus and Muslims seeking to settle the debate through writ petitions before constitutional courts.

AbstractBy the turn of the twentieth century a distinct ‘social domain’ – along with its constituent parts, problems and internal dynamics – was turned into a political entity, and a concern for state bureaucracies existed across the industrializing world. Specific motivations for this trend may have varied from location to location, but included arguments for higher industrial productivity and less political discontent, often intertwined with a humanitarian impulse in calls for better housing, expanded public health or improved working conditions. As has been well documented, the politicization of the social domain in early twentieth-century Britain owes much to the consolidation of British sociology as a distinct discipline. Yet while the link between the rise of social politics and sociology has been established with regard to Britain, little has been said about the occurrence of this coupling elsewhere in the twentieth-century British Empire. This article aims to rectify that omission by showing the interplay between newly raised social concerns of the colonial administration in the Bombay Presidency, Western British India, and the establishing of sociological research within the borders of the Presidency around the time of the First World War. The article will explore how the colonial administration in Bombay planned to meet new demands for sociological knowledge in colonial state policy, how sociology was subsequently introduced into the Presidency as a research subject, and how new sociological methods were applied in actual colonial government.

The emergence of Islam influenced the revolution and made a wave of culture toward a new world when experiencing an era of darkness. The progress of Greek civilization in the West could not be continued by the Roman empire and Roman domination in the classical era until the middle ages; which was then the rise of the West in the era of renaissance in the 14-16th century. This paper will reveal the influence of Islam on the development of the Western world, since the emergence of contact between Islam with the West in the Classical era until the middle ages. There are different opinions among historians about who and when the first contact between Islam and the West took place. The first contact, however, occurred when the areas of East Roman government (Byzantium), Syria (638) and Egypt (640) fell into the hands of the Islamic government during the reign of Caliph 'Umar bin Khaţţāb. The Second contact, at the beginning of the eighth and ninth centuries occurred when the kings of Islam were able to rule Spain (711-1472), Portugal (716-1147), and important Mediterranean islands such as Sardinia (740-1050), Cicilia (827-1091), Malta (870-1090) as well as several small areas in Southern Italy and French Southern France. The third contact, took place in Eastern Europe from the fourteenth to early twentieth century when the Ottoman empire ruled the Balkan peninsula (Eastern Europe) and Southern Russia. The Ottoman empire's powers in Europe covered Yunāni, Bulgaria, Albania, Romania, Yugoslavia, Hungary, parts of Rhode, Cyprus, Austria and parts of Russia. Of the three periods of contact, the greatest influence was in the second contact period, where the decline of Western science in the dark era, while in the Islamic world developed advanced and produces scientists, thinkers and intellectuals in various sciences. This influence can be seen from the sending of students studying to the university of Islamic area, the establishment of the university, the translation and copying of various scientific literature such as natural science (Science of astronomy, Mathematics, Chemistry, Pharmacy, medicine, architecture etc) and Social Science history, philosophy, politics, economics, earth sciences, sociology, law, culture, language, literature, art, etc.). The Historians recognize that the influence of Islamic civilization is very great on the development of the West, which culminated in the renaissance or rise of Western civilization in Europe after the dark era.

Masjid Manzilgah forms a chapter in a biography of Mohammed Ayub Khuhro on which the author is currently working. Khuhro (1901-80) was an important politician of Sind whose political career spanned over fifty years from 1921 to the end of the ‘seventies. He was a member of the Bombay Legislative Council from 1923 till the severance of the connection between Bombay and Sind in 1935 when the latter province attained autonomy under the Government of India Act of 1935. He was in the forefront of the political struggle for the ‘separation’ of Sind and after 1936 became a front-ranking Muslim League leader who helped organize the party in Sind and put it behind the Pakistan movement. Khuhro was the first Premier of Sind after independence and held that office altogether three times. He came into confrontation with Jinnah over the issue of severing Karachi from Sind and became identified as the protagonist of states' rights (or provincial autonomy) and as a champion of politicians' supremacy in the fight against the domination of the bureaucracy which bedevilled Pakistani politics for nearly half a century of its existence. This fight resulted in his repeated enforced exile from the political field depriving Pakistan of one of its most experienced public men during its formative years.

The emergence of Islam influenced the revolution and made a wave of culture toward a new world when experiencing an era of darkness. The progress of Greek civilization in the Westcould not be continued by the Roman empire and Roman domination in the classical era until the middle ages; which was then therise of the West in the era of renaissance in the 14-16th century.This paper will reveal the influence of Islam on the development of the Western world, since the emergence of contact between Islam with the West in the Classical era until the middle ages. There are different opinions among historians about who and when the first contact between Islam and the West took place. The first contact, however, occurred when the areas of East Roman government (Byzantium), Syria (638) and Egypt (640) fell into the hands of the Islamic government during the reign of Caliph 'Umar bin Khaţţāb. The Second contact, at the beginning of the eighth and ninth centuries occurred when the kings of Islam were able to rule Spain (711-1472), Portugal (716-1147), and important Mediterranean islands such as Sardinia (740-1050), Cicilia (827-1091), Malta (870-1090) as well as several small areas in Southern Italy and French Southern France. The third contact, took place in Eastern Europe from the fourteenth to early twentieth century when the Ottoman empire ruled the Balkan peninsula (Eastern Europe) and Southern Russia. The Ottoman empire's powers in Europe covered Yunāni, Bulgaria, Albania, Romania, Yugoslavia, Hungary, parts of Rhode, Cyprus, Austria and parts of Russia. Of the three periods of contact, the greatest influence was in the second contact period, where the decline of Western science in the dark era, while in the Islamic world developed advanced and produces scientists, thinkers and intellectuals in various sciences. This influence can be seen from the sending of students studying to the university of Islamic area, the establishment of the university, the translation and copying of various scientific literature such as natural science (Science of astronomy, Mathematics, Chemistry, Pharmacy, medicine, architecture etc) and Social Science history, philosophy, politics, economics, earth sciences, sociology, law, culture, language, literature, art, etc.). The Historians recognize that the influence of Islamic civilization is very great on the development of the West, which culminated in the renaissance or rise of Western civilization in Europe after the dark era.

Abstract The subject of unification is as vibrant as national movement even after 58 years of a fractured verdict. More than to achieve a physical conjugation it was an attempt for cultural fusion. The aspiration for linguistic unification was a part of the national discourse. The movement, which began with mystic originations, later on turned out to become communal. Political changes during 1799 A.D. and 1857 A.D. changed the fortunes of Mysore state and ultimately led to its disintegration and became the reason for this movement. The concept of unification is akin to the spirit of nationalism, against the background of colonial regime assigning parts of land to different administrative units without taking into consideration the historical or cultural aspects of that place. Kannadigas marooned in multi lingual states experient an orphaned situation got aroused with the turn of nineteenth century. The problem precipitated by the company was diluted by British when they introduced English education. Though the positive aspect like emergence of middle class is pragmatic, rise of communalism on the other hand is not idealistic. This research paper is designed to examine the polarization of castes during unification movement of Mysore State (Presently called as State of Karnataka, since 1973, which was termed Mysore when integrated) which came into being in 1956 A.D. Most of the previous studies concentrate on two aspects viz ideological discourse and organizational strategies adopted to gain Unification. The course of the unifi cation movement and role of Congress party dominates such studies while some of them concentrate on the leaders of the movement. Other studies are ethnographical in nature. ‘Community Dominance and Political Modernisation: The Lingayats’ written by Shankaragouda Hanamantagouda Patil is a classic example. Mention may be made here of an recent attempt by Harish Ramaswamy in his ‘Karnataka Government and Politics’ which has covered almost all aspects of emergence of Karnataka as a state but communal politics during unification movement has found no place. ‘Rethinking State Politics in India: Regions within Regions’ is an edited book by Ashutosh Kumar which has articles on ‘Castes and Politics of Marginality’ where a reference is made to caste associations and identity politics of Lingayats, but the area of study is neighboring Maharashtra and not Karnataka. Though it contains two articles on Karnataka its subject matter doesn’t pertain to this topic. One more important effort is by ‘Imagining Unimaginable Communities: Political and Social Discourse in Modern Karnataka’ where the author Raghavendra Rao thinks Karnataka and India as two unimaginable communities and discuss primarily the founding moments of negotiation between the discourses of Indian nationalism and Kannada linguistic nationalism. It is more an intellectual history and throws light on nationalism in a colonial context. Mostly studies concentrate on either the course or the leaders of the movement. Invariably congress as an organization finds place in all studies. But the blemish of such studies is a lesser concentration on activities of major socio cultural groups. The role of socio cultural groups assumes importance because of the milieu at the beginning of 20th century which annunciated a wave of social changes in the state. It is a known fact that the movement for linguistic state was successful in bringing a political integration of five separate sub regions but failed to unite people culturally. This concept of unification which is akin to the spirit of nationalism got expressed at the regional level in the sense of respect for once own culture, language and people. In case of Karnataka this expression had political overtones too which is expressed by some who fought for it (Srinivas & Narayan, 1946 ). Most of the early leaders of unification movement (and for that matter even movement for independence too can be cited here) belonged to one particular caste, and with passing of time has led to the notion of domination of that caste over the movement. This paper tries to give justice in a limited way by giving legitimate and adequate recognition for those castes which deserves it and do away with misconceptions. Two concepts political modernization and social mobility are used. The later derives its existence from the former in this case. The data used here is primarily gained from news papers and secondary sources like books and interviews given by participants. No hypothesis is tested nor any theory is developed in this attempt but historical materials are examined in the light of modernity. The key problem discussed here is emergence of communal politics and the role of social groups in unification. Biases of regionalism, caste and class have been overcome by rational thinking.

At all times, man was interested in the therapy of diseases in any possible way. In the Hellenic world, that is generally regarded as the spiritual predecessor of recent Europe, two distinct traditions existed: the first had a true sacred origin and was practiced from a corporation or guild of healers/priests named zsAsklipiades. Asklipios, son of Apollo, was considered by them as their generic leader. The second, practiced by Vakhes, comes from indigenous populations of Eastern Aegean area approx. at 2000 B.C. During its practice patients went into a sacred mania ie., with dancing, music, or body exertion went into an extended consciousness from which, when they recovered, they showed a peaceful state and a new identity again due to moral comprehension. The first liberation from sacred ceremonies occurs in ancient Greece from Hippocrates and thus the first step towards scientific medicine occurs and it is practiced by cosmic healers. To Hippokrates we owe the meaning of "method" for the observation and development of the disease and its symptoms (there is a distinction between them). He believed in "the self healing capability of nature" that had to be taken into account, because medicine comes from the disruption of the balance between man and environment. After Hippocrates there is a gap of approx. 7 eons (till 3rd century D.C.) during which period important developments occur that will determine later the path of medicine: 1. During the 1st century B.C., Dioscouridis from Alexandria and in the 2ndcentury D.C. Asklipiadis and the great healer and surgeon from Pergamos, Galinos, transplanted the "absolute medical orthodoxy" in Rome where it remained as a dogma until the 16th century D.C. This is similar to Arab and recent European medicine. Hippocrates and Galinos beliefs have a lot in common with the growth of medicine in China and India. 2.Arab philosophers and healers reconnect medicine with politics and their base is the healthy society. 3. In Christianity, in the Middle Ages, the human body is discarded as not * worthy and surgery and anatomy are prohibited. In 1130 D.C. the practice of medicine by monks isprohibited and this is passed on to "cosmic clergy" from where the first schools of medicine and recent Universities originate (Paris, Oxford, Bologna, Montpellier). With Renaissance starts the questioning of the Galino's theory. The main archetype of the healer of this period was undoubtedly Paracelsus. He brings back the correlations of symptoms and moral attitude and his whole comprehension was "ecosystematic" and "psychosomatic". The healing ideas and practices of the Middle Ages and Eastern world are various and come from different origins without being an identical philosophical model, but they have the following similar points changed eventually by the "scientific medicine" born after the Cartesian debate: a) there is a bond between body and psyche, b) there is a bond of interaction between the human body and the environment, c) there is a mutual bond of equality and trust between the patient and the healer. The important developments between the 17th - 18th centuries (discovery of the microscope, growth of laboratories and clinics) will give a tremendous push to this scientific medicine and will allow to discard the patient as a whole person for the favour of the diagnosis and the manipulation of "diseases and syndromes". Another disruption from this course of scientific medicine occurs with the emergence of biology as a distinct science, which brought the uprising of the usual vitalistic beliefs that during in the 18th century did not totally stop to exist (G. Stahl-anima, S. Hahneman- homeopathy). However, due to the positivistic direction that the great physiologist of the 19th century, C. Bernard (who established in medicine the quantification according to the prototype of positive Sciences) and finally L. Pasteur established with the discovery of the bacterial role, strengthened again the self confidence of the classical/ scientific medicine. In 20th century, medicine gains also powers and is connected socially also with the growing pharmaceutical, but still is unable to heal satisfactory the mental / psychological illnesses; meantime, the recent specialization opened up a new horizon of medical applications (molecular biology, neurochemistry, clear understanding of the immunological-nervous-endocrinological mechanism) that are, however, part of the same mechanical model. The malpractice of this model involved attachment of medicine and politics in a programme that experimentally was performed in the Nazis camps. Again, three subsequent currents of developments questioned the medical orthodox theory during most of 20th century: S. Freud and psychoanalysis, the phenomenological medicine of E. Husserl and modern alternative medicines (homeopathy, acupuncture).

AbstractThe foreign relations of Iran from 1800 to 1921 have on the whole been discussed in terms of diplomatic relations between states, of ‘Great Power’ policy, and of the impact of the world economy upon a comparatively weak and traditional society. A brief survey of the existing literature reveals that Iran's lack of progress has been attributed among other factors to her form of government, foreign interference and to her predicament as a buffer state between the British and Russian empires. The traditional power structures of Iran, as dominated by an absolute monarchy intent on personal interest with a concomitant lack of realism when engaging in war, was, in Ramazani's view, the origin of the country's weakness. Kazemzadeh saw the subject from the point of view of Anglo-Russian rivalry at the highest levels, and argued that both powers sought to impose hegemony on Iran by a variety of means, including, putting pressure on the Shah and chief ministers, using commercial concessions and exercising intimidation. The competition of Britain and Russia was so intense that each was determined to undermine any plan of development proposed by the other, opportunities were numerous, as, for example, in the introduction of railways. Yapp, to some extent, questioned this argument by pointing out that British interests were more complex than those of the Russians; on the one hand a stronger Iran was a more efficient buffer-state, but on the other hand it could undermine British influence in Afghanistan and the Persian Gulf. Yapp also noted that the British and Russian presence gave advantages to Iran in terms of the development of international trade, the control of internal disorder and in the imposition of regional security. Greaves saw Britain's diplomatic connections with Iran as dominated by her preoccupation with the defence of India, and believed that its attitudes to Iran were neither consistent nor strong. Issawi, in his study of economic development, also presented a more complex picture which emphasises the variety of the factors involved, and also the fluctuations in the economy over the period. He pointed out that trade did grow steadily, that the country benefited from new technology, for example the telegraph and the construction of the Suez Canal, and that it lived within its means. On the other hand, involvement in the international economy from 1890–1914 led to rapidly increasing foreign financial and political factors, which undermined the county's independence. Wright provided a different approach in that, while acknowledging the baleful effects of aspects of Anglo-Russian rivalry on Iran, he was more concerned with the experiences of a variety of ‘English’ amongst the Iranians, and thus offered a study of interaction between foreigners and Iranians at a level below that of international politics.

The life path, scientific-pedagogical and public activity of Volodymyr Sokurenko – a prominent Ukrainian jurist, doctor of law, professor, talented teacher of the Lviv Law School of Franko University are analyzed. It is found out that after graduating from a seven-year school in Zaporizhia, V. Sokurenko entered the Zaporizhia Aviation Technical School, where he studied two courses until 1937. 1/10/1937 he was enrolled as a cadet of the 2nd school of aircraft technicians named after All-Union Lenin Komsomol. In 1938, this school was renamed the Volga Military Aviation School, which he graduated on September 4, 1939 with the military rank of military technician of the 2nd category. As a junior aircraft technician, V. Sokurenko was sent to the military unit no. 8690 in Baku, and later to Maradnyany for further military service in the USSR Air Force. From September 4, 1939 to March 16, 1940, he was a junior aircraft technician of the 50th Fighter Regiment, 60th Air Brigade of the ZAK VO in Baku. The certificate issued by the Railway District Commissariat of Lviv on January 4, 1954 no. 3132 states that V. Sokurenko actually served in the staff of the Soviet Army from October 1937 to May 1946. The same certificate states that from 10/12/1941 to 20/09/1942 and from 12/07/1943 to 08/03/1945, he took part in the Soviet-German war, in particular in the second fighter aviation corps of the Reserve of the Supreme Command of the Soviet Army. In 1943 he joined the CPSU. He was awarded the Order of the Patriotic War of the 1st degree and the Order of the Red Star (1943) as well as 9 medals «For Merit in Battle» during the Soviet-German war. With the start of the Soviet-German war, the Sokurenko family, like many other families, was evacuated to the town of Kamensk-Uralsky in the Sverdlovsk region, where their father worked at a metallurgical plant. After the war, the Sokurenko family moved to Lviv. In 1946, V. Sokurenko entered the Faculty of Law of the Ivan Franko Lviv State University, graduating with honors in 1950, and entered the graduate school of the Lviv State University at the Department of Theory and History of State and Law. V. Sokurenko successfully passed the candidate examinations and on December 25, 1953 in Moscow at the Institute of Law of the USSR he defended his thesis on the topic: «Socialist legal consciousness and its relationship with Soviet law». The supervisor of V. Sokurenko's candidate's thesis was N. Karieva. The Higher Attestation Commission of the Ministry of Culture of the USSR, by its decision of March 31, 1954, awarded V. Sokurenko the degree of Candidate of Law. In addition, it is necessary to explain the place of defense of the candidate's thesis by V. Sokurenko. As it is known, the Institute of State and Law of the USSR has its history since 1925, when, in accordance with the resolution of the Presidium of the Central Executive Committee of March 25, 1925, the Institute of Soviet Construction was established at the Communist Academy. In 1936, the Institute became part of the USSR Academy of Sciences, and in 1938 it was reorganized into the Institute of Law of the USSR Academy of Sciences. In 1941–1943 it was evacuated to Tashkent. In 1960-1991 it was called the Institute of State and Law of the USSR Academy of Sciences. In Ukraine, there is the Institute of State and Law named after V. Koretsky of the NAS of Ukraine – a leading research institution in Ukraine of legal profile, founded in 1949. It is noted that, as a graduate student, V. Sokurenko read a course on the history of political doctrines, conducted special seminars on the theory of state and law. After graduating from graduate school and defending his thesis, from October 1, 1953 he was enrolled as a senior lecturer and then associate professor at the Department of Theory and History of State and Law at the Faculty of Law of the Lviv State University named after Ivan Franko. By the decision of the Higher Attestation Commission of the Ministry of Higher Education of the USSR of December 18, 1957, V. Sokurenko was awarded the academic title of associate professor of the «Department of Theory and History of State and Law». V. Sokurenko took an active part in public life. During 1947-1951 he was a member of the party bureau of the party organization of LSU, worked as a chairman of the trade union committee of the university, from 1955 to 1957 he was a secretary of the party committee of the university. He delivered lectures for the population of Lviv region. Particularly, he lectured in Turka, Chervonohrad, and Yavoriv. He made reports to the party leaders, Soviet workers as well as business leaders. He led a philosophical seminar at the Faculty of Law. He was a deputy of the Lviv City Council of People's Deputies in 1955-1957 and 1975-1978. In December 1967, he defended his doctoral thesis on the topic: «Development of progressive political thought in Ukraine (until the early twentieth century)». The defense of the doctoral thesis was approved by the Higher Attestation Commission on June 14, 1968. During 1960-1990 he headed the Department of Theory and History of State and Law; in 1962-68 and 1972-77 he was the dean of the Law Faculty of the Ivan Franko Lviv State University. In connection with the criticism of the published literature, on September 10, 1977, V. Sokurenko wrote a statement requesting his dismissal from the post of Dean of the Faculty of Law due to deteriorating health. During 1955-1965 he was on research trips to Poland, Czechoslovakia, Romania, Austria, and Bulgaria. From August 1966 to March 1967, in particular, he spent seven months in the United States, England and Canada as a UN Fellow in the Department of Human Rights. From April to May 1968, he was a member of the government delegation to the International Conference on Human Rights in Iran for one month. He spoke, in addition to Ukrainian, English, Polish and Russian. V. Sokurenko played an important role in initiating the study of an important discipline at the Faculty of Law of the Lviv University – History of Political and Legal Studies, which has been studying the history of the emergence and development of theoretical knowledge about politics, state, law, ie the process of cognition by people of the phenomena of politics, state and law at different stages of history in different nations, from early statehood and modernity. Professor V. Sokurenko actively researched the problems of the theory of state and law, the history of Ukrainian legal and political thought. He was one of the first legal scholars in the USSR to begin research on the basics of legal deontology. V. Sokurenko conducted extensive research on the development of basic requirements for the professional and legal responsibilities of a lawyer, similar to the requirements for a doctor. In further research, the scholar analyzed the legal responsibilities, prospects for the development of the basics of professional deontology. In addition, he considered medical deontology from the standpoint of a lawyer, law and morality, focusing on internal (spiritual) processes, calling them «the spirit of law.» The main direction of V. Sokurenko's research was the problems of the theory of state and law, the history of legal and political studies. The main scientific works of professor V. Sokurenko include: «The main directions in the development of progressive state and legal thought in Ukraine: 16th – 19th centuries» (1958) (Russian), «Democratic doctrines about the state and law in Ukraine in the second half of the 19th century (M. Drahomanov, S. Podolynskyi, A. Terletskyi)» (1966), «Law. Freedom. Equality» (1981, co-authored) (in Russian), «State and legal views of Ivan Franko» (1966), «Socio-political views of Taras Shevchenko (to the 170th anniversary of his birth)» (1984); «Political and legal views of Ivan Franko (to the 130th anniversary of his birth)» (1986) (in Russian) and others. V. Sokurenko died on November 22, 1994 and was buried in Holoskivskyi Cemetery in Lviv. Volodymyr Sokurenko left a bright memory in the hearts of a wide range of scholars, colleagues and grateful students. The 100th anniversary of the Scholar is a splendid opportunity to once again draw attention to the rich scientific heritage of the lawyer, which is an integral part of the golden fund of Ukrainian legal science and education. It needs to be studied, taken into account and further developed.

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

Peter Martyr Vermigli played a key role in developing and formulating the Reformational version of the political covenant for legitimating the political order. Three important perspectives shaped Vermigli’s covenantal views: first, St. John Chrysostom’s idea of political office; second, Luther’s work on the divine origin of magisterial government and third, Heinrich Bullinger’s commentaries on the Biblical covenant. These perspectives were integrated by Vermigli into an influential paradigm of covenantal politics. The impact of the ideas emanating from Vermigli’s theologico-political federalism was not limited to the 16th-century Reformation, but also exerted considerable influence on the development of political contractarianism in 17th - and 18th-century liberalism. In this contribution the emphasis is on Chrysostom’s and Luther’s contributions to Vermigli’s political theology.

Nowadays social media become the battleground for political parties in India. It becomes an essential part of campaigning. The political parties form their own social media teams and they generate propagating content such as cartoons, memes etc. This field has also become a tool for common people to voice their concern. With the increasing usage of smartphones use of social media are also growing rapidly. Media plays the most important role in a Democracy and it keeps the Government active. With the advent of social media including Twitter, Facebook, WhatsApp, YouTube etc. dramatically changed the way campaigns are run in Politics. Indians are rated as one of the most active social media users in the world. In India the 16th Lok Sabha election held in 2014 we saw the new trend in Indian politics. Social media played a proactive role in deciding which party wins the most seats. The Internet in India is offering opportunities for people to participate in interactive political social media campaigns and become political activists. Sometimes offensive online behavior on social media pages poses potential threats to its users. There are sometimes misunderstandings in comments. It will not be very effective using it as a mere campaign tool. But if used as a platform to share the latest decisions made by the Government and used effectively for active citizen engagement, social media will show positive results for future Indian elections. Social media have also become one of the important tools for nearly all of the world’s political movements. It can be a potent weapon to spread one's ideology, or at least get it to reach more ears. Social media made democracy more inclusive from which nothing can be hidden.

This article reconstructs an overlooked tradition of direct democracy within early twentieth-century Indian political thought. It focuses on four political thinkers—Radhakumud Mookerji (1884–1964), Brajendranath Seal (1864–1938), Radhakamal Mukerjee (1889–1968), and Beni Prasad (1900–1945)—all of whom were central figures in a genre of federalist historiography of premodern Indian politics which emerged in the 1910s. The article interprets these thinkers as critics of the Indian nationalist movement's embrace of electoral government in the late nineteenth and early twentieth centuries. Through a contextual reading of their major written works in the late 1910s and the 1920s, the article traces the rise of a distinct theory of federalist constitutionalism, modelled on premodern state structures and oriented towards the legislative empowerment of local citizens’ assemblies.

In this article, through a spatial reading of Roberts’ Scenes and Characteristics I illustrate how the stringent regulations of the East Indian Company disempowering the Eurasians are manifested through the spatial strictures, and how notions of cultural purity and hierarchy are realized through the politics of space in colonial India. Spatial concepts of lived space, third space, and hybridity— drawn from the theories of Homi Bhabha, Edward Soja and Henry Lefebvre—are useful in mapping the spatial politics in nineteenth-century India, especially in relation to the Government-house in Calcutta, the seat of the highest authority in colonial India, and the marginalized orphanages/schools run by the East India Company primarily for the benefit of Eurasian children. Discrimination through spatially segregation was practiced by the British East India Company in order to preserve the racial purity of the European upper class at the helm of the Indian colony. My paper illustrates how the fortunes of the male and female “half-castes” of empire were variously charted, and how spatial homogeneity was subverted through the subtext of marital relations. The “third space” that some of the fortunately-marked interracial men and women occupy constantly pulled at the seams of apparently inviolable concepts of homogeneity and purity to expose and challenge the cultural dominion of the British Empire.

This article explores the aftermath of quinine in India. Derived from cinchona, the fever tree, quinine was once malaria’s only remedy—and, as such, vital to colonial power. But it has left grave uncertainty in its wake. Today, little market exists for Indian quinine, but government cinchona plantations established by the British remain in Darjeeling. What will become of these dilapidated plantations and their 50,000 inhabitants is unclear. Crumbling quinine factories and overgrown cinchona may evoke ruination, but these remains are not dead. They have instead become the site of urgent efforts—and a periodically charged politics—to redefine land and life for the twenty-first century. This essay develops an analytics of becoming-after to ask not only, how do empires and human beings become-with world-historical substances like quinine but also, what do we make of life after they run their course?

PurposeBy the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of “Indian Economics”, suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy.Design/methodology/approachThis study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India.FindingsThe study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here.Originality/valueThe history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.

In our country, it has been an ancient and rich tradition of democratic decentralization through Panchayati institutions. Today, the independent India has completed 25 years on the path of democratic decentralization through the Panchayat Raj Act. During this period, more than 20 states have increased the number of seats reserved for women from 33% to 50%. In terms of number of women representatives -Jharkhand is on top in states like Rajasthan, Uttarakhand and Chhattisgarh, while Mizoram is at the bottom in this list. During the period of these 25 years, some new trends have emerged in Panchayati institutions like-Conversion of elite politics into mass politics, decline the concept of sarpanch pati, three-tier pressure on women in a three-tier Panchayati system, conflict status regarding the exercise of political rights, increase in percentage of women representatives and their political awareness, different role and different work culture of women representatives in urban and rural areas, efforts for economic self-reliance through self-help groups etc. .In this era of information revolution in 21st century,these women leaders will have to be technically equipped for the practical implementation of transparent schemes like e-governance and m-governance.Today,panchayati institutions are being entrusted with the important responsibility of connecting people through various schemes related to rural India like “Make in India” and “Digital India”. In such a situation, the success of the scheme like Digital Literacy Mission, Ayushyaman Bharat Yojana, Jal shakti Abhiyan, single use plastic ban and e-market plus depend to some extent on the working capacity of these representatives occupying more than half of the Panchayati posts. We can hope that maximum governance and minimum government based our Panchayati system will create immense possibilities in the female leadership, which will change the picture of rural India in the near future, it will also change destiny. KEYWORDS- Panchayati Raj, Rural Development, Decentralization, Political Awareness, Information Technology, E-Panchayat, E-Governance,Women's Reservation.

Leah Boustan of University of California, Los Angeles and NBER reviews “Natural Experiments of History” by Jared Diamond, James A. Robinson,. The EconLit Abstract of the reviewed work begins “Seven papers present case studies that illustrate the use of the comparative method in history and consider techniques to solve the method’s difficulties. Papers discuss controlled comparison and Polynesian cultural evolution (Patrick V. Kirch); exploding wests--boom and bust in nineteenth-century settler societies (James Belich); politics, banking, and economic development--evidence from New World economies (Stephen Haber); intraisland and interisland comparisons (Jared Diamond); shackled to the past--the causes and consequences of Africa’s slave trades (Nathan Nunn); colonial land tenure, electoral competition, and public goods in India (Abhijit Banerjee and Lakshmi Iyer); and the move from ancien regime to capitalism--the spread of the French Revolution as a natural experiment (Daron Acemoglu, Davide Cantoni, Simon Johnson, and James A. Robinson). Diamond is Professor of Geography at the University of California, Los Angeles. Robinson is Professor of Government at Harvard University. No index.”

The great sociologist, R.K. Merton, presented in 1938 a study concerning the establishment of science in 17th century England. In this study, he pointed out the importance of Puritanism in the legitimation of natural science. The present essay argues that the establishment of empirical science was an international trend which therefore ought to be seen in an international perspective. Many international and English intellectual sources can be traced. They merged into a mainline during an era when society underwent fundamental changes: the political system changed with the bureaucratization of the monarchical government. The economic system changed with the rationalization of trade and manufacture. These trends also implied an interest in a more pragmatic and materialistic approach to natural phenomena. But the political and economic factors were insufficient for the establishment of natural science in the 16th and 17th centuries. The whole world view was legitimated by religion, including the political power. Therefore, natural science had to demonstrate that it was meant for the honour of God and the benefit of mankind. However, Merton narrows the scope too much, since he focuses on the Puritans. The term is not well-defined, and the discussion therefore becomes either too broad, including all devout Protestants, or too narrow, for instance, by including only non-conformist Presbyterians.The pioneers of natural science were often keenly interested in theology as well. The most important scientists tended to correspond with the church policy of the political leaders, but few of them can be regarded as Presbyterians. During the interregnum, many of the spokesmen of science had close contact with Cromwell. During the restoration, most of the spokesmen of science were Latitudinarian Anglicans. In some cases the religious attitudes swung in accordance with the official church policy. This does not mean that the spokesmen of science were compromising. They were rather representatives of an intellectual élite, which changed its religious views due to the experiences of the civil war, the interregnum and the restoration. A more profound study of the religious writings of the spokesmen of science indicates that they were not typical Puritans in the more narrow Presbyterian sense. Their views were characterized by Natural Theology, tolerant deism and Latitudinarianism. This tendency became more explicit after the Restoration, and the establishment of The Royal Society. Natural Theology was the cornerstone in the comprehensive World View, which also included Natural Law and Natural Science. The outline of the complex was already sketched in the works of the scientific pioneers in the beginning of the 17th century. At the end of the century, it unfolded as the basis for legitimating the Second Revolution. The views of Newton, Locke and Tillotson thus fitted into a universal system. Still the religious legitimation of science was needed. The split between science, religion and politics only took place in the 19th century with the advent of Positivism.

Deepa Mehta first attempted to shoot her film Water in the year 2000, in Varanasi, a holy city hanging on the edge of the Ganges in East-Central India. A film about the anguish of widows in 1930’s India, where widowhood was in many parts of the country taken to be a curse, an affliction that the widow paid penance for by living in renunciation of laughter and pleasure, Water points not only to the suffering of widows in colonial India but to the widow-house that still exists in Varanasi and houses poor widows in seclusion and disgrace, away from the community. The film opens the lens to the prostitution and privation experienced by many widows, as well as Gandhi’s efforts to change the laws that affected “widow remarriage.” The international filming crew was forced to shut down production after one day of shooting, following a violent uproar in the Varanasi community. These riots were fueled by the same political party coalition that was responsible for the destruction of the Babri Masjid in 1992, a Muslim religious site dating from the sixteenth-century, that was smashed to rubble when Hindu Nationalists alleged that it was the original site of a Rama temple and hence a Hindu, rather than a Muslim, site of worship. While the Water crew had permission (after a few censorship negotiations) from the Ministry of Information and Broadcasting to shoot the film in Varanasi, following the riots lead by these fundamentalist political parties—the BJP, the KSRSS and the VHU—the Indian government (lead by the BJP) strode in to shut down, or at the very least delay (which given the tight budget of the film amounted to the same thing), the shooting of this film. It apparently caused too much local upheaval. A few years later, Mehta managed to surreptitiously shoot this last film of the controversial trilogy in Sri Lanka, fielding and ignoring letters from the Indian government that implied that the content of the film was not very flattering to India and showed India in a poor light to the international community. The film was released worldwide in 2005. I would like to place this astringent argument that was put forward by government officials and political rioters in a historical light by locating it within anti-colonial nationalist discourse of the late nineteenth and early twentieth century. This desire to mask the face of Indian oppressive patriarchy and assert moral uprightness and the ‘reform’ of women is neither new nor original, and dates back to colonial India. The British colonial government had a tendency to zero-in on instances of female oppression by Indian men to justify the fact of colonial power and domination. British rulers denounced the moral degradation and lack of initiative of Indian men as two of the reasons to continue their control of the land in face of the mounting opposition, both in India and in other parts of the world, which was rising up against colonialism and later fascism. Chatterjee analyses this facet of the nationalist movement and suggests that female emancipation was a question of importance at the turn of the century in colonial India, as Indian men defended their right to ‘protect’ their women from oppressive orthodox practices. They repeatedly asserted their ability to rule their own country, and adopt modernity, both through ‘reform’ movements and rebellious uprising. Spivak too addresses this question as it centres on the Sati debate. The immolation of widows on the funereal pyres of husbands is often cited as an example of abusive Indian patriarchy. However, even at its height in the nineteenth century, as both Spivak and Narayan point out, this custom was practiced only in one location in India, and not nationwide as is popularly believed in the West. Debates around widow immolation were an easy answer both for the British to assert moral superiority and for Indian men to claim that they would ‘reform’ the lot of their women, and carve a new, more enlightened nation. The question of ‘widow remarriage’, along with dowry and Sati, became popular issues at various times in the last hundred years when the nation wished to champion the uprightness of Indian masculine morality, and its ability to protect its women. This fretfulness by the government and other political parties over the picture of Indian women that is revealed in Water is an anxiety over the portrayal of India as backward and unenlightened, a plodding place seeped in orthodox traditions and bubbling with religious fundamentalism. It a picture that puts the West at ease in the face of the growth of economic and telecommunications power in the region, and a Western-media-driven picture that often collects self-fulfilling data, while ignoring contradictory evidence. It also points an easy finger that quells and controls the frightening Other. It is really interesting, however, that the very political parties in India who are most active in generating this criticism of the film are in fact the most strongly fundamentalist of all, and are, in a seeming contradiction, also the coalition responsible for speeding open-door economic policies along their way in the second half of the nineties in India. While the nationalist Hindutva coalition quivers at this, one could say “Orientalist” description of Indian women in Water as always-oppressed, always-victims of Indian male chauvinism, it is also this coalition that assisted economic liberalisation policies by indigenising and Orientalising Western products so that they could find an easier market within the Indian population. It seems in fact that the versions of the Indian past that can be made public with lavish additions of Orientalist signs are the ones that are marketable, like yoga, cheap booze, and tantric sex. Add to these the very exportable Indian textiles and jewelry, Indian software engineers and Indian masala films, and you have a sizzling avenue for foreign trade and investment. The versions of the Indian past that are not marketable, however, even if depicted with courage and sensitivity, like the issue of middle-class patriarchal abuse of women and lesbian relationships in Mehta’s Fire (1996), or widow-houses in Water, do not advertise a mecca for tourists or investors, and hence are beaten into oblivion by Hindu fundamentalists. While these fundamentalists wish to change the names of cities from British colonial names to ‘authentic’ Indian ones, or protest against the hosting of the Miss World pageant in India in 1995, they do, however, wish to bring in increasing amounts of foreign investment in the media, in consumer products, and in the service sector to bring new lifestyles and ideologies to the rapidly growing middle-class. While films about widows are inappropriate and apparently show India in a poor light, films about prostitutes (like Devdas released in 2002), as long as they romanticize the courtesan and act as a lure to tourists and diasporic Indians nostalgic for an ‘authentic’ Indian spiritual experience, are entirely acceptable. For fundamentalist political parties that wish to maintain or regain power it seems like an easy step to incite local populations to rise against religious minorities, homosexuals, and filmmakers who wish to document instances of abuse, so that Western imperialism can quietly slide in through the back door. Water points to the inequality between men and women, remarking on the traditional practice of an arranged match between a man in his forties or fifties with a young pre-pubescent girl. It looks closely at the custom of sending widows to live in isolation, lifelong chastity, and renunciation of ‘worldly desires’, while as little nine year old widowed Chuiya in the film points out, there is no such house for widowers. It also, however, talks about the change in laws in the late 1930’s that allowed widows to marry again after the death of their husband, and banned child marriage. It sets the film in the historic struggle of a nation trying to find its feet between Hindu nationalist traditions and British colonial ideologies, Indian aspirations for education and emancipation, and fear of cultural annihilation. Maybe if Mehta romanticized the widows’ struggle, and added a few more song and dance sequences, made the film more marketable and set it in exotic Goa, and allowed the widows to frolic in the streets decked in Indian block prints and marketable kundan jewels, fundamentalist Hindus would not find it quite as disturbing. References Bhabha, Homi. The Location of Culture. London: Routledge, 1994. Chatterjee, Partha. The Partha Chatterjee Omnibus. New Delhi: Oxford University Press, 1999. Corbridge, Stuart, and John Harriss. Reinventing India. Cambridge: Polity Press, 2000. Levy, Emanuel. “Mehta Water”. May 2006 http://www.emanuellevy.com/article.php?articleID=2300>. Mazzarella, William. Shoveling Smoke: Advertising and Globalization in Contemporary India. Durham: Duke University Press, 2003. Meduri, Avanti. Woman, Nation, Representation. Dissertation. 1996 Narayan, Uma. “Contesting Cultures.” In The Second Wave: A Reader in Feminist Theory. Ed. Linda Nicholson. New York: Routledge, 1997. Said, Edward. Orientalism. Revised ed. New York: Vintage Books, 1994. Spivak, Gayatri. “Can the Subaltern Speak?”. In Marxism and the Interpretation of Culture. Eds. Carl Nelson and Lawrence Grossberg. Urbana: University of Illinois Press, 1988. Yuen-Carrucan, Jasmine. “The Politics of Deepa Mehta’s Water” April 2000. May 2006 http://www.brightlightsfilm.com/28/water.html>. Films Devdas. Directed by Sanjay Leela Bhansali. Nayyar, Mishra and Shah. 2002. Fire. Directed and Produced by Deepa Mehta. 1996. Water. Directed by Deepa Mehta. David Hamilton. 2005. Citation reference for this article MLA Style Nijhawan, Amita. "Damning the Flow: Deepa Mehta’s Water." M/C Journal 9.4 (2006). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0609/3-nijhawan.php>. APA Style Nijhawan, A. (Sep. 2006) "Damning the Flow: Deepa Mehta’s Water," M/C Journal, 9(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0609/3-nijhawan.php>.

The beginning of the third millennium was marked by the desire of the leader countries (USA, China, and Russia) to geopolitical, geostrategic and geo-economic redistribution of spheres of influence. The collapse of the USSR, the dissolution of the Warsaw Pact Organization, the end of the Cold War did not bring the world closer to stability and security. Military force capabilities continue to be considered as one of the most powerful factors in world politics. Proof of this is the intensification of the struggle of the world›s superpowers for regional and global leadership, control over oil, gas and energy flows. It is worth mentioning the Transnistrian conflict, Russia-Led wars in South Ossetia and Abkhazia, the Russian-Georgian war in August 2008, the civil war in Syria, the intensification of Islamic extremism within the ISIS, Russia›s annexation of Crimea, the hybrid war unleashed and continues to wage by the Russian Federation against Ukraine. In this connection, it is becoming increasingly important to provide corresponding levels for the defense budget funding. Thus, the study of the peculiarities of defense financing in Ukraine and powerful military superpowers is of considerable scientific, practical and political interest. Comparing the defense expenditures of different countries makes it possible to identify key problem issues in the defense financing of Ukraine and bring the corresponding costs to international standards. This indicator is one of the most important criteria that characterize the state›s desire for development, relevant combat readiness of the armed forces and other military forces in the face of new challenges. The last years of the previous century were characterized by global geopolitical changes and growing contradictions, which resulted in: the transformation of the bipolar model (USA - USSR) into a multipolar (powerful military superpowers - the USA, Russia, China, Saudi Arabia, France, Japan, Germany, India, Brazil)); globalization of world economic processes; erosion through «hybrid wars», which are a new kind of global confrontation in today›s destabilized international security environment, the facets of the division between war and peace. The availability of weapons of mass destruction and high-precision weapons in the third millennium, the growth of their capacity, the complexity of military equipment and combat assets, the use of new methods and means of warfare have led to significant changes in the functions and tasks of the armed forces, increasing their number and government spending on defense purposes. Today there are about 200 armies in the world with a total number of 24-25 million people (about 0.4% of the world›s population) (Military..., 2002). The state of the troops of any state must correspond to its economic capabilities and at the same time ensure the implementation of national security tasks.

Area Studies and Study Abroad in the 21st Century The future now belongs to societies that organize themselves for learning. - Ray Marshall and Marc Tucker, Thinking for a Living, xiii Few today would argue with the conviction that nearly every phase of our daily lives is shaped and informed by global societies, corporations, events and ideas. More than ever before, it is possible to claim that we are increasingly aware of the dynamic power and penetrating effects of global flows on information, technology, the sciences, the arts, the humanities, and languages. Borderless, spaceless and timeless, such sources of knowledge, it appears, are effortlessly digested and disseminated without clocks, calendars, or physical limitations. It is, of course, a mistake to believe that packages of “instant” knowledge that appear to wing their way at megahertz speeds in and through our earthly lives account for all or nearly all that there is to know—or, more importantly, to learn—about our communities, regions and the globe itself. On the contrary: the “knowing” about how to live, to work, to prosper, or to understand ourselves and those around us is not what educators mean when they speak of intellectual achievement and practical understanding. It is the “learning” about us, our societies and our global knowledge that lies at the heart of the international educator’s life work, and it is the learning that is the most controversial aspect of education. The act of “learning,” in fact, is less objective and more subjective, is less passive and more active, and is less superficial and more profound in each of our lives. By definition, a responsible learner is one who takes on the intellectual challenge and the social and personal obligation to leave this globe a better place for those who follow, who assumes the life work of influencing the lives of others, and who is committed to making the best of every opportunity both within the reach and beyond the vision of the mind’s eye. Study abroad has traditionally been viewed as a time of seeing and viewing, however passively, the differences and similarities of other peoples, societies and cultures. The period of knowing about what others do or say can occur at any time during one’s life; however, the “knowing” of studying abroad is accomplished in the college years prior to the accumulated knowledge about practical learning and living. In this respect, study abroad has been seen as an experience which may or may not invest the students in greater or lesser insights about the peoples, societies or cultures around them. Further, when study abroad is bound up with travel or movement from place to place, it can become a passive act, so much so that travel rather than learning becomes the goal of the study abroad experience. Simply put, the more that one travels, the more, it is argued, one learns. Furthermore, while seen as desirable for “classroom learning,” some would say that no amount of academic preparation appears to be useful in the enterprise of the travel experience, since so many experiences are unpredictable, individualized and, in some cases, arbitrary. From the perspective of study abroad, it might be said that the gods of area studies no longer completely fulfill our students’ needs, while the gods of global studies have not yet fulfilled their promises. Janus-like, international educators look in one direction at a still highly intense and valued picture of local cultures and identities, and in another direction toward an increasingly common culture, economy and society. The former appears to celebrate the differences and “uncommonness” of the human experience while the latter smoothes over the differences to underscore the commonalities and sameness of our contemporary world. The choice appears to be between the particular and the universal, the local and the global. Academic preparations, such as area studies programs, appear to be unnecessary for the individualized forms of learning, such as study abroad. Indeed, since an area studies preparation may raise or strengthen stereotypical perceptions of the overseas peoples, societies and cultures, it has been argued that it best be left aside. In this context, students are viewed as a tabula rasa on which new discoveries from living and studying overseas leave an imprint or impression. It seems that sending as many students as possible in as many directions as possible has become the dominant study abroad objective. Thus, “whole world” presentations and documentation often rely on the “other” as the learning objective with little or no attempt to discriminate or distinguish the levels of learning that such “whole world” immersion entails. In recent times, additional concerns about liability, health, safety and comfort levels have been added to the “pre-departure” orientations and training programs. The “student as self-learner” continues to be viewed and treated as a “customer knowledge-consumer” within both U.S. private and public colleges and universities. In the age of “globalization,” it is the conviction of the editors of Frontiers that knowledge consumption is only a small aspect of the 21st century international educators’ arsenal. More importantly, it will be argued in this special issue on area studies and Study Abroad that the intellectual development of the U.S. undergraduate needs to be enhanced with skills of self-learning and transdisciplinary perspectives on local and regional cultures and languages. The authors contributing to this special thematic issue of Frontiers have been asked to bring their state-of-the-art thinking on area studies to bear on the key question confronting study abroad: How does specialized understanding of geographical and cultural areas of the world enhance and strengthen undergraduate learning on and beyond our campuses? In other words, in what ways do area studies inform overseas learning through the activity of study abroad? The variety of responses demonstrates two principal ways in which area studies has begun to reformulate its goals and strategies. First, area studies reaffirms a commitment to local and regional comprehensive research and teaching, and redefines its mission in terms of the need to come to grips with local knowledge and specific social and cultural practices within a globalized world. Second, area studies specialists question long-held definitions of concepts, including those of “geographical area” and “globalization,” in order to maximize contributions to U.S. undergraduate learning. David Ludden begins our issue with a review of the Social Science Research Council and the Ford Foundation’s understanding of the transition in area studies from the Sputnik era to the globalization era. Ludden notes the faculty dilemma in working in an “area.” He points out the political interests of the Cold War for public funding of such specialized academic skills, skills which, whether funded by the government or not, were and continue to be defined by the scholar first and then by finances. Drawing on his own experience at the South Asia Institute at the University of Pennsylvania, Ludden takes the reader through the intellectual rationale for area studies, and how that rationale is being redefined in favor of stronger area studies in the present globalization era. Gregory Kulacki’s study of China and the Chinese experience points accurately to one approach to defining area studies; that is, in terms of the peoples and cultures studied. In a sense, Kulacki makes it clear that Chinese studies is “legitimate” and has authority as long as it reflects the Chinese themselves, their experiences and lives. Ann Curthoys, on the other hand, notes the growing importance of defining Australians and Australian studies not only in terms of the changing experiences of contemporary Australia, but also in terms of the demands of non-Australians, who ask for more precision in defining Australians, their history, society and cultures. Richard Beach and George Sherman take on a more difficult matter, at least from the viewpoint of U.S. faculty and students. Canada is rarely seen as a study abroad site for U.S. students, not only because of its geographical position but also for its cultural and historical proximity. The overall U.S. view, albeit unflattering, is that Canada and Canadians are very much like the U.S. and Americans, so why study in Canada? Beach and Sherman argue that history, languages, and borders do make a difference, both physically as well as culturally. Using the argument of the previous area studies specialists, they are interested in the ways that Canadians have shaped and informed their cultural and social identities in the teeth of U.S. economic and political domination in the region. The implications of globalization are, perhaps, more immediately evident in the Canadian case than in any other world region. U.S. students would do well to observe the processes of adaptation and acculturation first-hand by studying and living in Canada. James Petras gives us a broader vista of regional adaptation to the economic and political forces of globalization with his essay on Latin America. Indeed, Latin America has a dynamic similar to that of Canada due to its physical, cultural and historical proximity to the U.S. It would be a mistake to see Latin America only in terms of the north-south regional dynamics, since Europe, Asia and Africa have also shaped both past and present structures and institutions within that region in ways far more dramatic than has the United States. Study abroad, Petras reminds us, is an excellent way of learning directly about Latin American societies, cultures and politics from Latin Americans themselves, a learning that may be widely different from the official U.S. diplomatic and corporate perspectives. Finally, the very familiar world regions, such as England, offer in some cases more challenges to the U.S. undergraduate than might be expected. Jane Edwards looks at Britain and all that U.S. students may or may not know about that culture and society. The study of Britain lends itself, Edwards argues, to more than the usual challenges, due to the preconceived notions that U.S. students bring with them to, say, London. Understanding the “European-ness” of Britain and its historic relationship with continental Western Europe will justify the need to see Britain as less familiar and more complex, thus necessitating the need to study, visit and live in parts of Britain and Western Europe. In this case, the area does define the country, its identity and culture in a historical interplay of social, cultural and economic forces. David Lloyd, Philip Khoury and Russell Bova invite the reader to return to large regional perspectives through African, Middle Eastern and Russian area studies. David Lloyd presents an analysis of the broad and immediate contexts of African studies. While recognizing the difficulty of establishing consistently causal links between African studies and study abroad in Africa, he delineates the significance of local, experience-based study for the development of collaborative African studies research. Lloyd argues that the benefits of study abroad in Africa to African studies belie the relatively small number of students involved. Further, assessment for funding and other purposes needs to utilize criteria that take into account the challenges of on-site study in Africa and the depth of post-study abroad participation not just in African studies per se, but in other related areas as well. Considering the recent past of Middle East studies, Philip Khoury charts its response to post-Cold War criticism. He illustrates new directions the field is taking towards including different geographic areas, and new emphasis in organizational priorities, noting the importance of funding for providing first-hand contact for students in Middle Eastern studies with scholars from the Middle East. Khoury assesses the impact of recent historical and political events in the area on Middle Eastern studies, and looks toward more inclusive research efforts. Russell Bova examines another region that has undergone considerable political, social and economic change in the 20th century. Having moved from empire to soviet socialist states and now to a confederation of nation states, Russia and, naturally, Russian area studies, offer an excellent example of local and regional complexities both in the nomenclature of the region and in the changes in Russian studies programs. Bova illustrates the need to understand the specific dynamics of local communities in their relationship to larger administrative units such as provinces, states and national capitals. In referring to the “double transition” of contemporary Russia, Bova reminds us that globalization is both a grass roots and elite process with many unlikely “bedfellows” that is also changing more rapidly each decade than had been the case fifty years ago. Finally, Richard Falk and Nancy Kanach collaborate to discuss the ways in which globalization and study abroad are emerging in the post-Cold War period. The sudden shifts of economic and political power make our world more fragile and more difficult to comprehend without considering the “computer gap” that is rapidly leaving whole communities and even nations in a more uneven relationship with the power brokers than ever before. The need to reflect with care and precision through area studies is complemented by the additional pressing need to study, see and learn outside of the U.S. Globalization means promoting study abroad and reaffirming the strengths of local and regional studies. Taken together, these essays invite international educators to reconsider notions of learning before, during and after study abroad. The writers view study abroad as an opportunity for social and intellectual engagement with other peoples and with oneself. The essays point to a variety of ways of intellectually preparing our students for their initial encounters with sets of real-life global experiences. Reflecting on such engagement and encounters allows students to begin to formulate, with increasing sophistication, specific and general concepts about individual differences, local and regional commonalities, and the global transformations of our present era. In light of the current area studies debates, we might also reconsider approaches to pre-departure preparations, create onsite projects, and reorganize the overseas curricula of study abroad programs themselves. In particular, students can continue to benefit from area and global studies programs back on the home campus upon their return, where they can enter effectively into scholarly debates and continue the learning and personal growth that began while they were abroad. Frontiers welcomes comments and suggestions for future special issues. We see ourselves and our field of international education in greater need of close cooperation with our faculty colleagues both in terms of defining the work of international learning, and in terms of formulating and designing international or global programs. We thus invite our readers to see Frontiers as a forum for such academic exchanges, and promise that Frontiers will respond to articles, essays, book reviews and reviews of resources for study abroad with collegial interest and enthusiasm. We wish to thank especially Brian Whalen, Rhoda Borcherding and our other colleagues on the Editorial Board for their support, encouragement and assistance in completing this special issue. We are particularly pleased with the authors and their willingness to listen to our requests and comments. Thomas Ricks, Villanova University Katharine Krebs, SUNY Binghamton Michael Monahan, Macalester College Suggestions for Further Reading Altbach, Philip G. and Patti McGill Peterson, eds. Higher Education in the 21st Century: Global Challenge and National Response. IIE Research Report Number 29. Annapolis, MD: IIE Books, 1999. This slim volume focuses on principal topics for colleges and universities to consider both locally and globally. Philip Altbach and Todd Davis set the tone of the volume with their “notes for an international dialogue on higher education.” Stressing the need for practical education, the authors also raise issues about the role of technology, the increase in “internationally mobile students,” the global role of graduate education, privatization of higher education, committed faculty and the threats of “managerialized” universities. The eight responses to the opening themes address specific issues for China, India, Africa and South Africa, Latin America, Japan and Europe. The work is a very good discussion text for international educators and their area studies faculty colleagues, and also provides a theoretical basis for the design and development of overseas programs. Stephen R. Graubard, ed. “Education Yesterday, Education Tomorrow.” Daedalus. Vol. 127, No. 4 (Fall, 1998). The eleven authors of this issue of the Journal of the American Academy of Arts and Sciences build off the Fall 1995 issue of Daedalus and its topic of “American Education: Still Separate, Still Unequal.” While neither accepting nor rejecting the thrust of A Nation at Risk, the authors look both at what has occurred over the past three decades, and at what is on the horizon for the next decade. In stressing reforms of systems and innovative ways of learning, the authors’ discussions invite the international educator to address a variety of ways in which students learn and to challenge the system in which they thrive. WWW. NAFSA.ORG/SECUSSA.WHYSTUDY In 1989, NAFSA and COUNCIL created the Whole World Committee (WWC). Initially chaired by John Sommers and now chaired by Mick Vandenberg, the WWC set out to find ways by which U.S. students could and would choose non-European overseas sites for a semester of study and learning. One of the tasks that the WWC accomplished was the creation of four area study essays on Africa, Asia, South America and the Middle East. Each essay, entitled “Why Study in …,” addresses basic fears and stereotyping of the non-European world regions. The essays then focus on benefits, health and safety, “getting started,” housing, and practical learning in each of these regions. In newly-attached longer versions, the essays also have a bibliography and more informative texts. The shorter versions were published serially in Transitions Abroad. NAFSA has added two additional important essays to this website, on “Class and Study Abroad” and “An African-American in South Africa.” Overall, the readers of Frontiers will be well-advised to access the articles at the website and consider using all the essays in their pre-departure orientation training, faculty area studies discussion groups, and in welcome-back sessions for returning students. Richard Falk. Predatory Globalization: A Critique. Cambridge, UK: Polity Press, 1999. The thesis of Richard Falk’s critique is that “predatory globalization’ has eroded, if not altogether broken, the former social contract that was forged between state and society during the last century or so” (p. 3). The breaking of that contract resulted from the state’s “deference to the discipline of global capital” and the neglect of the common good. Falk argues that only the “massing of strong transnational social pressures on the states of the world could alter the political equation to the point where the state could sufficiently recover its autonomy in relation to the world economy.” He demonstrates the emergence of a new kind of transnational politics referred to as “globalization-from-below.” In restoring “global civil society,” this new politics will need to move forward with the project of cosmopolitan democracy, including the protection of human rights. For the international educator, creating overseas programs that allow for a better understanding of the interconnectedness of regional and global levels is an admirable goal. More important, however, are those programs that offer U.S. undergraduates insights into “world order priorities” such as global poverty, protection of the planet, the sources of transnational violence, and “responsible sovereignty” in ways rarely found in traditional classroom learning on our campuses. Mark Tessler, Jodi Nachtwey and Anne Banda. Eds. Area Studies and Social Science: Strategies for Understanding Middle East Politics. Bloomington and Indianapolis, IN: Indiana University Press, 1999. This edited work addresses a wide range of issues involved in the “rational choice” versus area studies debate that is so well elucidated by David Ludden in the opening article of our special issue. Looking at the “area studies controversy” from the perspective of political scientists, the editors’ Introduction underscores questions that we international educators need to address ourselves. It is valuable to wonder about the “uses and abuses” of area studies in planning our overseas programs, or discussing the “internationalization” of our curricula. It is also critical to understand the Eurocentric and overly-simplistic approaches of the social science “rational choice” models. While agreeing that both area studies and the social science theories and methodologies are necessary for a global understanding, the present work places such questions within the context of the Middle East as a stimulus and a model for increasing the value of research about any country or region.

The ideas put forth here do not fit perfectly or entirely into the genre and form of what has established itself as the scholarly journal article. What is put forth, instead, is a juxtaposition of lines of thinking about the scholarly and popular in publishing, past, present and future. As such it may indeed be quite appropriate to the occasion and the questions raised in the call for papers for this special issue of M/C Journal. The ideas put forth here are intended as pieces of an ever-changing puzzle of the making public of scholarship, which, I hope, may in some way fit with both the work of others in this special issue and in the discourse more broadly. The first line of thinking presented takes the form of an historical overview of publishing as context to consider a second line of thinking about the current status and future of publishing. The historical context serves as reminder (and cause for celebration) that publishing has not yet perished, contrary to continued doomsday sooth-saying that has come with each new medium since the advent of print. Instead, publishing has continued to transform and it is precisely the transformation of print, print culture and reading publics that are the focus of this article, in particular, in relation to the question of the boundaries between the scholarly and the popular. What follows is a juxtaposition that is part of an investigation in progress. Presented first, therefore, is a mapping of shifts in print culture from the time of Gutenberg to the twentieth century; second, is a contemporary snapshot of the editorial mandates of more than one hundred member journals of the Canadian Association of Learned Journals (CALJ). What such juxtaposition is able to reveal is open to interpretation, of course. And indeed, as I proceed in my investigation of publishing past, present and future, my interpretations are many. The juxtaposition raises a number of issues: of communities of readers and the cultures of reading publics; of privileged and marginalised texts (as well as their authors and their readers); of access and reach (whether in terms of what is quantifiable or in a much more subtle but equally important sense). In Canada, at present, these issues are also intertwined with changes to research funding policies and some attention is given at the end of this article to the Social Sciences and Humanities Research Council (SSHRC) of Canada and its recent/current shift in funding policy. Curiously, current shifts in funding policies, considered alongside an historical overview of publishing, would suggest that although publishing continues to transform, at the same time, as they say, plus ça change, plus c’est la même chose. Republics of Letters and Ghosts in Machines Republics of Letters that formed after the advent of the printing press can be conjured up as distant and almost mythical communities of elite literates, ghosts almost lost in a Gutenberg galaxy that today encompasses (and is embodied in) schools, bookshelves, and digital archives in many places across the globe. Conjuring up ghosts of histories past seems always to reveal ironies, and indeed some of the most interesting ironies of the Gutenberg galaxy involve McLuhanesque reversals or, if not full reversals, then in the least some notably sharp turns. There is a need to define some boundaries (and terms) in the framing of the tracing that follows. Given that the time frame in question spans more than five hundred years (from the advent of Gutenberg’s printing press in the fifteenth century to the turn of the 21st century), the tracing must necessarily be done in broad strokes. With regard to what is meant by the “making public of scholarship” in this paper, by “making public” I refer to accounts historians have given in their attempts to reconstruct a history of what was published either in the periodical press or in books. With regard to scholarship (and the making public of it), as with many things in the history of publishing (or any history), this means different things in different times and in different places. The changing meanings of what can be termed “scholarship” and where and how it historically has been made public are the cornerstones on which this article (and a history of the making public of scholarship) turn. The structure of this paper is loosely chronological and is limited to the print cultures and reading publics in France, Britain, and what would eventually be called the US and Canada, and what follows here is an overview of changes in how scholarly and popular texts and publics are variously defined over the course of history. The Construction of Reading Publics and Print Culture In any consideration of “print culture” and reading publics, historical or contemporary, there are two guiding principles that historians suggest should be kept in mind, and, though these may seem self-evident, they are worth stating explicitly (perhaps precisely because they seem self-evident). The first is a reminder from Adrian Johns that “the very identity of print itself has had to be made” (2 italics in original). Just as the identity of print cultures are made, similarly, a history of reading publics and their identities are made, by looking to and interpreting such variables as numbers and genres of titles published and circulated, dates and locations of collections, and information on readers’ experiences of texts. Elizabeth Eisenstein offers a reminder of the “widely varying circumstances” (92) of the print revolution and an explicit acknowledgement of such circumstances provides the second, seemingly self-evident guiding principle: that the construction of reading publics and print culture must not only be understood as constructed, but also that such constructions ought not be understood as uniform. The purpose of the reconstructions of print cultures and reading publics presented here, therefore, is not to arrive at final conclusions, but rather to identify patterns that prove useful in better understanding the current status (and possible future) of publishing. The Fifteenth and Sixteenth Centuries—Boom, then Busted by State and Church In search of what could be termed “scholarship” following the mid-fifteenth century boom of the early days of print, given the ecclesiastical and state censorship in Britain and France and the popularity of religious texts of the 15th and 16th centuries, arguably the closest to “scholarship” that we can come is through the influence of the Italian Renaissance and the revival and translation (into Latin, and to a far lesser extent, vernacular languages) of the classics and indeed the influence of the Italian Renaissance on the “print revolution” is widely recognised by historians. Historians also recognise, however, that it was not long until “the supply of unpublished texts dried up…[yet for authors] to sell the fruits of their intellect—was not yet common practice before the late 16th century” (Febvre and Martin 160). Although this reference is to the book trade in France, in Britain, and in the regions to become the US and Canada, reading of “pious texts” was similarly predominant in the early days of print. Yet, the humanist shift throughout the 16th century is evidenced by titles produced in Paris in the first century of print: in 1501, in a total of 88 works, 53 can be categorised as religious, with 25 categorised as Latin, Greek, or Humanist authors; as compared to titles produced in 1549, in a total of 332 titles, 56 can be categorised as religious with 204 categorised as Latin, Greek, or Humanist authors (Febvre and Martin 264). The Seventeenth Century—Changes in the Political and Print Landscape In the 17th century, printers discovered that their chances of profitability (and survival) could be improved by targeting and developing a popular readership through the periodical press (its very periodicity and relative low cost both contributed to its accessibility by popular publics) in Europe as well as in North America. It is worthwhile to note, however, that “to the end of the seventeenth century, both literacy and leisure were virtually confined to scholars and ‘gentlemen’” (Steinberg 119) particularly where books were concerned and although literacy rates were still low, through the “exceptionally literate villager” there formed “hearing publics” who would have printed texts read to them (Eisenstein 93). For the literate members of the public interested not only in improving their social positions through learning, but also with intellectual (or spiritual or existential) curiosity piqued by forbidden books, it is not surprising that Descartes “wrote in French to a ‘lay audience … open to new ideas’” (Jacob 41). The 17th century also saw the publication of the first scholarly journals. There is a tension that becomes evident in the seventeenth century that can be seen as a tension characteristic of print culture, past and present: on the one hand, the housing of scholarship in scholarly journals as a genre distinct from the genre of the popular periodicals can be interpreted as a continued pattern of (elitist) divide in publics (as seen earlier between the oral and the written word, between Latin and the vernacular, between classic texts and popular texts); while, on the other hand, some thinkers/scholars of the day had an interest in reaching a wider audience, as printers always had, which led to the construction and fragmentation of audiences (whether the printer’s market for his goods or the scholar’s marketplace of ideas). The Eighteenth Century—Republics of Letters Become Concrete and Visible The 18th century saw ever-increasing literacy rates, early copyright legislation (Statute of Anne in 1709), improved printing technology, and ironically (or perhaps on the contrary, quite predictably) severe censorship that in effect led to an increased demand for forbidden books and a vibrant and international underground book trade (Darnton and Roche 138). Alongside a growing book trade, “the pulpit was ultimately displaced by the periodical press” (Eisenstein 94), which had become an “established institution” (Steinberg 125). One history of the periodical press in France finds that the number of periodicals (to remain in publication for three or more years) available to the reading public in 1745 numbered 15, whereas in 1785 this increased to 82 (Censer 7). With regard to scholarly periodicals, another study shows that between 1790 and 1800 there were 640 scientific-technological periodicals being published in Europe (Kronick 1961). Across the Atlantic, earlier difficulties in cultivating intellectual life—such as haphazard transatlantic exchange and limited institutions for learning—began to give way to a “republic of letters” that was “visible and concrete” (Hall 417). The Nineteenth Century—A Second Boom and the Rise of the Periodical Press By the turn of the 19th century, visible and concrete republics of letters become evident on both sides of the Atlantic in the boom in book publishing and in the periodical press, scholarly and popular. State and church controls on printing/publishing had given way to the press as the “fourth estate” or a free press as powerful force. The legislation of public education brought increased literacy rates among members of successive generations. One study of literacy rates in Britain, for example, shows that in the period from 1840–1870 literacy rates increased by 35–70 per cent; then from 1870–1900, literacy increased by 78–261 per cent (Mitch 76). Further, with the growth and changes in universities, “history, languages and literature and, above all, the sciences, became an established part of higher education for the first time,” which translated into growing markets for book publishers (Feather 117). Similarly the periodical press reached ever-increasing and numerous reading publics: one estimate of the increase finds the publication of nine hundred journals in 1800 jumping to almost sixty thousand in 1901 (Brodman, cited in Kronick 127). Further, the important role of the periodical press in developing communities of readers was recognised by publishers, editors and authors of the time, something equally recognised by present-day historians describing the “generic mélange of the periodical … [that] particularly lent itself to the interpenetration of language and ideas…[and] the verbal and conceptual interconnectedness of science, politics, theology, and literature” (Dawson, Noakes and Topham 30). Scientists recognised popular periodicals as “important platforms for addressing a non-specialist but culturally powerful public … [they were seen as public] performances [that] fulfilled important functions in making the claims of science heard among the ruling élite” (Dawson et al. 11). By contrast, however, the scholarly journals of the time, while also increasing in number, were becoming increasingly specialised along the same disciplinary boundaries being established in the universities, fulfilling a very different function of forming scholarly and discipline-specific discourse communities through public (published) performances of a very different nature. The Twentieth Century—The Tension Between Niche Publics and Mass Publics The long-existing tension in print culture between the differentiation of reading publics on the one hand, and the reach to ever-expanding reading publics on the other, in the twentieth century becomes a tension between what have been termed “niche-marketing” and “mass marketing,” between niche publics and mass publics. What this meant for the making public of scholarship was that the divides between discipline-specific discourse communities (and their corresponding genres) became more firmly established and yet, within each discipline, there was further fragmentation and specialisation. The niche-mass tension also meant that although in earlier print culture, “the lines of demarcation between men of science, men of letters, and scientific popularizers were far from clear, and were constantly being renegotiated” (Dawson et al 28), with the increasing professionalisation of academic work (and careers), lines of demarcation became firmly drawn between scholarly and popular titles and authors, as well as readers, who were described as “men of science,” as “educated men,” or as “casual observers” (Klancher 90). The question remains, however, as one historian of science asks, “To whom did the reading public go in order to learn about the ultimate meaning of modern science, the professionals or the popularizers?” (Lightman 191). By whom and for whom, where and how scholarship has historically been made public, are questions worthy of consideration if contemporary scholars are to better understand the current status (and possible future) for the making public of scholarship. A Snapshot of Scholarly Journals in Canada and Current Changes in Funding Policies The here and now of scholarly journal publishing in Canada (a growing, but relatively modest scholarly journal community, compared to the number of scholarly journals published in Europe and the US) serves as an interesting microcosm through which to consider how scholarly journal publishing has evolved since the early days of print. What follows here is an overview of the membership of the Canadian Association of Learned Journals (CALJ), in particular: (1) their target readers as identifiable from their editorial mandates; (2) their print/online/open-access policies; and (3) their publishers (all information gathered from the CALJ website, http://www.calj-acrs.ca/). Analysis of the collected data for the 100 member journals of CALJ (English, French and bilingual journals) with available information on the CALJ website is presented in Table 1 (below). A few observations are noteworthy: (1) in terms of readers, although all 100 journals identify a scholarly audience as their target readership, more than 40% of the journal also identify practitioners, policy-makers, or general readers as members of their target audience; (2) more than 25% of the journals publish online as well as or instead of print editions; and (3) almost all journals are published either by a Canadian university or, in one case, a college (60%) or a scholarly or professional society (31%). Table 1: Target Readership, Publishing Model and Publishers, CALJ Members (N=100) Journals with identifiable scholarly target readership 100 Journals with other identifiable target readership: practitioner 35 Journals with other identifiable target readership: general readers 18 Journals with other identifiable target readership: policy-makers/government 10 Total journals with identifiable target readership other than scholarly 43 Journals publishing in print only 56 Journals publishing in print and online 24 Journals publishing in print, online and open access 16 Journals publishing online only and open access 4 Journals published through a Canadian university press, faculty or department 60 Journals published by a scholarly or professional society 31 Journals published by a research institute 5 Journals published by the private sector 4 In the context of the historical overview presented earlier, this data raises a number of questions. The number of journals with target audiences either within or beyond the academy raises issues akin to the situation in the early days of print, when published works were primarily in Latin, with only 22 per cent in vernacular languages (Febvre and Martin 256), thereby strongly limiting access and reach to diverse audiences until the 17th century when Latin declined as the international language (Febvre and Martin 275) and there is a parallel to scholarly journal publishing and their changing readership(s). Diversity in audiences gradually developed in the early days of print, as Febvre and Martin (263) show by comparing the number of churchmen and lawyers with library collections in Paris: from 1480–1500 one lawyer and 24 churchmen had library collections, compared to 1551–1600, when 71 lawyers and 21 churchmen had library collections. Although the distinctions between present-day target audiences of Canadian scholarly journals (shown in Table 1, above) and 16th-century churchmen or lawyers no doubt are considerable, again there is a parallel with regard to changes in reading audiences. Similarly, the 18th-century increase in literacy rates, education, and technological advances finds a parallel in contemporary questions of computer literacy and access to scholarship (see Willinsky, “How,” Access, “Altering,” and If Only). Print culture historians and historians of science, as noted above, recognise that historically, while scholarly periodicals have increasingly specialised and popular periodicals have served as “important platforms for addressing a non-specialist but culturally powerful public…[and] fulfill[ing] important functions in making the claims of science heard among the ruling élite” (Dawson 11), there is adrift in current policies changes (and in the CALJ data above) a blurring of boundaries that harkens back to earlier days of print culture. As Adrian John reminded us earlier, “the very identity of print itself has had to be made” (2, italics in original) and the same applies to identities or cultures of print and the members of that culture: namely, the readers, the audience. The identities of the readers of scholarship are being made and re-made, as editorial mandates extend the scope of journals beyond strict, academic disciplinary boundaries and as increasing numbers of journals publish online (and open access). In Canada, changes in scholarly journal funding by the Social Sciences and Humanities Research Council (SSHRC) of Canada (as well as changes in SSHRC funding for research more generally) place increasing focus on impact factors (an international trend) as well as increased attention on the public benefits and value of social sciences and humanities research and scholarship (see SSHRC 2004, 2005, 2006). There is much debate in the scholarly community in Canada about the implications and possibilities of the direction of the changing funding policies, not least among members of the scholarly journal community. As noted in the table above, most scholarly journal publishers in Canada are independently published, which brings advantages of autonomy but also the disadvantage of very limited budgets and there is a great deal of concern about the future of the journals, about their survival amidst the current changes. Although the future is uncertain, it is perhaps worthwhile to be reminded once again that contrary to doomsday sooth-saying that has come time and time again, publishing has not perished, but rather it has continued to transform. I am inclined against making normative statements about what the future of publishing should be, but, looking at the accounts historians have given of the past and looking at the current publishing community I have come to know in my work in publishing, I am confident that the resourcefulness and commitment of the publishing community shall prevail and, indeed, there appears to be a good deal of promise in the transformation of scholarly journals in the ways they reach their audiences and in what reaches those audiences. Perhaps, as is suggested by the Canadian Centre for Studies in Publishing (CCSP), the future is one of “inventing publishing.” References Canadian Association of Learned Journals. Member Database. 10 June 2008 ‹http://www.calj-acrs.ca/>. Canadian Centre for Studies in Publishing. 10 June 2008. ‹http://www.ccsp.sfu.ca/>. Censer, Jack. The French Press in the Age of Enlightenment. London: Routledge, 1994. Darnton, Robert, Estienne Roche. Revolution in Print: The Press in France, 1775–1800. Berkeley: U of California P, 1989. Dawson, Gowan, Richard Noakes, and Jonathan Topham. Introduction. Science in the Nineteenth-century Periodical: Reading the Magazine of Nature. Ed. Geoffrey Cantor, Gowan Dawson, Richard Noakes, and Jonathan Topham. Cambridge: Cambridge UP, 2004. 1–37. Eisenstein, Elizabeth. The Printing Revolution in Early Modern Europe. Cambridge: Cambridge UP, 1983 Feather, John. A History of British Publishing. New York: Routledge, 2006. Febvre, Lucien, and Henri-Jean Martin. The Coming of the Book: The Impact of Printing 1450–1800. London: N.L.B., 1979. Jacob, Margaret. Scientific Culture and the Making of the Industrial West. New York: Oxford UP, 1997. Johns, Adrian. The Nature of the Book: Print and Knowledge in the Making. Chicago: U of Chicago P, 1998. Hall, David, and Hugh Armory. The Colonial Book in the Atlantic World. Cambridge: Cambridge UP, 2000. Klancher, Jon. The Making of English Reading Audiences. Madison: U of Wisconsin P, 1987. Kronick, David. A History of Scientific and Technical Periodicals: The Origins and Development of the Scientific and Technological Press, 1665–1790. New York: Scarecrow Press, 1961. ---. "Devant le deluge" and Other Essays on Early Modern Scientific Communication. Lanham: Scarecrow Press, 2004. Lightman, Bernard. Victorian Science in Context. Chicago: U of Chicago P, 1997. Mitch, David. The Rise of Popular Literacy in Victorian England: The Influence of Private choice and Public Policy. Philadelphia: U of Pennsylvania P, 1991. Social Sciences and Humanities Research Council. Granting Council to Knowledge Council: Renewing the Social Sciences and Humanities in Canada, Volume 1, 2004. Social Sciences and Humanities Research Council. Granting Council to Knowledge Council: Renewing the Social Sciences and Humanities in Canada, Volume 3, 2005. Social Sciences and Humanities Research Council. Moving Forward As a Knowledge Council: Canada’s Place in a Competitive World. 2006. Steinberg, Sigfrid. Five Hundred Years of Printing. London: Oak Knoll Press, 1996. Willinsky, John. “How to be More of a Public Intellectual by Making your Intellectual Work More Public.” Journal of Curriculum and Pedagogy 3.1 (2006): 92–95. ---. The Access Principle: The Case for Open Access to Research and Scholarship. Cambridge, MA: MIT Press, 2006. ---. “Altering the Material Conditions of Access to the Humanities.” Ed. Peter Trifonas and Michael Peters. Deconstructing Derrida: Tasks for the New Humanities. London: Palgrave Macmillan, 2005. 118–36. ---. If Only We Knew: Increasing the Public Value of Social-Science Research. New York: Routledge, 2000.

Introduction Ireland did not have a tradition of printed cookbooks prior to the 20th century. As a consequence, Irish culinary manuscripts from before this period are an important primary source for historians. This paper makes the case that the manuscripts are a unique way of accessing voices that have quotidian concerns seldom heard above the dominant narratives of conquest, colonisation and famine (Higgins; Dawson). Three manuscripts are examined to see how they contribute to an understanding of Irish social and culinary history. The Irish banking crisis of 2008 is a reminder that comments such as the one in the title of this paper may be more then a casual remark, indicating rather an underlying anxiety. Equally important is the evidence in the manuscripts that Ireland had a domestic culinary tradition sited within the culinary traditions of the British Isles. The terms “vernacular”, representing localised needs and traditions, and “polite”, representing stylistic features incorporated for aesthetic reasons, are more usually applied in the architectural world. As terms, they reflect in a politically neutral way the culinary divide witnessed in the manuscripts under discussion here. Two of the three manuscripts are anonymous, but all are written from the perspective of a well-provisioned house. The class background is elite and as such these manuscripts are not representative of the vernacular, which in culinary terms is likely to be a tradition recorded orally (Gold). The first manuscript (NLI, Tervoe) and second manuscript (NLI, Limerick) show the levels of impact of French culinary influence through their recipes for “cullis”. The Limerick manuscript also opens the discussion to wider social concerns. The third manuscript (NLI, Baker) is unusual in that the author, Mrs. Baker, goes to great lengths to record the provenance of the recipes and as such the collection affords a glimpse into the private “polite” world of the landed gentry in Ireland with its multiplicity of familial and societal connections. Cookbooks and Cuisine in Ireland in the 19th Century During the course of the 18th century, there were 136 new cookery book titles and 287 reprints published in Britain (Lehmann, Housewife 383). From the start of the 18th to the end of the 19th century only three cookbooks of Irish, or Anglo-Irish, authorship have been identified. The Lady’s Companion: or Accomplish’d Director In the whole Art of Cookery was published in 1767 by John Mitchell in Skinner-Row, under the pseudonym “Ceres,” while the Countess of Caledon’s Cheap Receipts and Hints on Cookery: Collected for Distribution Amongst the Irish Peasantry was printed in Armagh by J. M. Watters for private circulation in 1847. The modern sounding Dinners at Home, published in London in 1878 under the pseudonym “Short”, appears to be of Irish authorship, a review in The Irish Times describing it as being written by a “Dublin lady”, the inference being that she was known to the reviewer (Farmer). English Copyright Law was extended to Ireland in July 1801 after the Act of Union between Great Britain and Ireland in 1800 (Ferguson). Prior to this, many titles were pirated in Ireland, a cause of confusion alluded to by Lehmann when she comments regarding the Ceres book that it “does not appear to be simply a Dublin-printed edition of an English book” (Housewife 403). This attribution is based on the dedication in the preface: “To The Ladies of Dublin.” From her statement that she had a “great deal of experience in business of this kind”, one may conclude that Ceres had worked as a housekeeper or cook. Cheap Receipts and Hints on Cookery was the second of two books by Catherine Alexander, Countess of Caledon. While many commentators were offering advice to Irish people on how to alleviate their poverty, in Friendly Advice to Irish Mothers on Training their Children, Alexander was unusual in addressing her book specifically to its intended audience (Bourke). In this cookbook, the tone is of a practical didactic nature, the philosophy that of enablement. Given the paucity of printed material, manuscripts provide the main primary source regarding the existence of an indigenous culinary tradition. Attitudes regarding this tradition lie along the spectrum exemplified by the comments of an Irish journalist, Kevin Myers, and an eminent Irish historian, Louis Cullen. Myers describes Irish cuisine as a “travesty” and claims that the cuisine of “Old Ireland, in texture and in flavour, generally resembles the cinders after the suttee of a very large, but not very tasty widow”, Cullen makes the case that Irish cuisine is “one of the most interesting culinary traditions in Europe” (141). It is not proposed to investigate the ideological standpoints behind the various comments on Irish food. Indeed, the use of the term “Irish” in this context is fraught with difficulty and it should be noted that in the three manuscripts proposed here, the cuisine is that of the gentry class and representative of a particular stratum of society more accurately described as belonging to the Anglo-Irish tradition. It is also questionable how the authors of the three manuscripts discussed would have described themselves in terms of nationality. The anxiety surrounding this issue of identity is abating as scholarship has moved from viewing the cultural artifacts and buildings inherited from this class, not as symbols of an alien heritage, but rather as part of the narrative of a complex country (Rees). The antagonistic attitude towards this heritage could be seen as reaching its apogee in the late 1950s when the then Government minister, Kevin Boland, greeted the decision to demolish a row of Georgian houses in Dublin with jubilation, saying that they stood for everything that he despised, and describing the Georgian Society, who had campaigned for their preservation, as “the preserve of the idle rich and belted earls” (Foster 160). Mac Con Iomaire notes that there has been no comprehensive study of the history of Irish food, and the implications this has for opinions held, drawing attention to the lack of recognition that a “parallel Anglo-Irish cuisine existed among the Protestant elite” (43). To this must be added the observation that Myrtle Allen, the doyenne of the Irish culinary world, made when she observed that while we have an Irish identity in food, “we belong to a geographical and culinary group with Wales, England, and Scotland as all counties share their traditions with their next door neighbour” (1983). Three Irish Culinary Manuscripts The three manuscripts discussed here are held in the National Library of Ireland (NLI). The manuscript known as Tervoe has 402 folio pages with a 22-page index. The National Library purchased the manuscript at auction in December 2011. Although unattributed, it is believed to come from Tervoe House in County Limerick (O’Daly). Built in 1776 by Colonel W.T. Monsell (b.1754), the Monsell family lived there until 1951 (see, Fig. 1). The house was demolished in 1953 (Bence-Jones). William Monsell, 1st Lord Emly (1812–94) could be described as the most distinguished of the family. Raised in an atmosphere of devotion to the Union (with Great Britain), loyalty to the Church of Ireland, and adherence to the Tory Party, he converted in 1850 to the Roman Catholic religion, under the influence of Cardinal Newman and the Oxford Movement, changing his political allegiance from Tory to Whig. It is believed that this change took place as a result of the events surrounding the Great Irish Famine of 1845–50 (Potter). The Tervoe manuscript is catalogued as 18th century, and as the house was built in the last quarter of the century, it would be reasonable to surmise that its conception coincided with that period. It is a handsome volume with original green vellum binding, which has been conserved. Fig. 1. Tervoe House, home of the Monsell family. In terms of culinary prowess, the scope of the Tervoe manuscript is extensive. For the purpose of this discussion, one recipe is of particular interest. The recipe, To make a Cullis for Flesh Soups, instructs the reader to take the fat off four pounds of the best beef, roast the beef, pound it to a paste with crusts of bread and the carcasses of partridges or other fowl “that you have by you” (NLI, Tervoe). This mixture should then be moistened with best gravy, and strong broth, and seasoned with pepper, thyme, cloves, and lemon, then sieved for use with the soup. In 1747 Hannah Glasse published The Art of Cookery, Made Plain and Easy. The 1983 facsimile edition explains the term “cullis” as an Anglicisation of the French word coulis, “a preparation for thickening soups and stews” (182). The coulis was one of the essential components of the nouvelle cuisine of the 18th century. This movement sought to separate itself from “the conspicuous consumption of profusion” to one where the impression created was one of refinement and elegance (Lehmann, Housewife 210). Reactions in England to this French culinary innovation were strong, if not strident. Glasse derides French “tricks”, along with French cooks, and the coulis was singled out for particular opprobrium. In reality, Glasse bestrides both sides of the divide by giving the much-hated recipe and commenting on it. She provides another example of this in her recipe for The French Way of Dressing Partridges to which she adds the comment: “this dish I do not recommend; for I think it an odd jumble of thrash, by that time the Cullis, the Essence of Ham, and all other Ingredients are reckoned, the Partridges will come to a fine penny; but such Receipts as this, is what you have in most Books of Cookery yet printed” (53). When Daniel Defoe in The Complete English Tradesman of 1726 criticised French tradesmen for spending so much on the facades of their shops that they were unable to offer their customers a varied stock within, we can see the antipathy spilling over into other creative fields (Craske). As a critical strategy, it is not dissimilar to Glasse when she comments “now compute the expense, and see if this dish cannot be dressed full as well without this expense” at the end of a recipe for the supposedly despised Cullis for all Sorts of Ragoo (53). Food had become part of the defining image of Britain as an aggressively Protestant culture in opposition to Catholic France (Lehmann Politics 75). The author of the Tervoe manuscript makes no comment about the dish other than “A Cullis is a mixture of things, strained off.” This is in marked contrast to the second manuscript (NLI, Limerick). The author of this anonymous manuscript, from which the title of this paper is taken, is considerably perplexed by the term cullis, despite the manuscript dating 1811 (Fig. 2). Of Limerick provenance also, but considerably more modest in binding and scope, the manuscript was added to for twenty years, entries terminating around 1831. The recipe for Beef Stake (sic) Pie is an exact transcription of a recipe in John Simpson’s A Complete System of Cookery, published in 1806, and reads Cut some beef steaks thin, butter a pan (or as Lord Buckingham’s cook, from whom these rects are taken, calls it a soutis pan, ? [sic] (what does he mean, is it a saucepan) [sic] sprinkle the pan with pepper and salt, shallots thyme and parsley, put the beef steaks in and the pan on the fire for a few minutes then put them to cool, when quite cold put them in the fire, scrape all the herbs in over the fire and ornament as you please, it will take an hour and half, when done take the top off and put in some coulis (what is that?) [sic]. Fig. 2. Beef Stake Pie (NLI, Limerick). Courtesy of the National Library of Ireland. Simpson was cook to Lord Buckingham for at least a year in 1796, and may indeed have travelled to Ireland with the Duke who had several connections there. A feature of this manuscript are the number of Cholera remedies that it contains, including the “Rect for the cholera sent by Dr Shanfer from Warsaw to the Brussels Government”. Cholera had reached Germany by 1830, and England by 1831. By March 1832, it had struck Belfast and Dublin, the following month being noted in Cork, in the south of the country. Lasting a year, the epidemic claimed 50,000 lives in Ireland (Fenning). On 29 April 1832, the diarist Amhlaoibh Ó Súilleabháin notes, “we had a meeting today to keep the cholera from Callan. May God help us” (De Bhaldraithe 132). By 18 June, the cholera is “wrecking destruction in Ennis, Limerick and Tullamore” (135) and on 26 November, “Seed being sown. The end of the month wet and windy. The cholera came to Callan at the beginning of the month. Twenty people went down with it and it left the town then” (139). This situation was obviously of great concern and this is registered in the manuscript. Another concern is that highlighted by the recommendation that “this receipt is as good as the bank. It has been obligingly given to Mrs Hawkesworth by the chief book keeper at the Bank of Ireland” (NLI, Limerick). The Bank of Ireland commenced business at St. Mary’s Abbey in Dublin in June 1783, having been established under the protection of the Irish Parliament as a chartered rather then a central bank. As such, it supplied a currency of solidity. The charter establishing the bank, however, contained a prohibitory clause preventing (until 1824 when it was repealed) more then six persons forming themselves into a company to carry on the business of banking. This led to the formation, especially outside Dublin, of many “small private banks whose failure was the cause of immense wretchedness to all classes of the population” (Gilbert 19). The collapse that caused the most distress was that of the Ffrench bank in 1814, founded eleven years previously by the family of Lord Ffrench, one of the leading Catholic peers, based in Connacht in the west of Ireland. The bank issued notes in exchange for Bank of Ireland notes. Loans from Irish banks were in the form of paper money which were essentially printed promises to pay the amount stated and these notes were used in ordinary transactions. So great was the confidence in the Ffrench bank that their notes were held by the public in preference to Bank of Ireland notes, most particularly in Connacht. On 27 June 1814, there was a run on the bank leading to collapse. The devastation spread through society, from business through tenant farmers to the great estates, and notably so in Galway. Lord Ffrench shot himself in despair (Tennison). Williams and Finn, founded in Kilkenny in 1805, entered bankruptcy proceedings in 1816, and the last private bank outside Dublin, Delacours in Mallow, failed in 1835 (Barrow). The issue of bank failure is commented on by writers of the period, notably so in Dickens, Thackery, and Gaskill, and Edgeworth in Ireland. Following on the Ffrench collapse, notes from the Bank of Ireland were accorded increased respect, reflected in the comment in this recipe. The receipt in question is one for making White Currant Wine, with the unusual addition of a slice of bacon suspended from the bunghole when the wine is turned, for the purpose of enriching it. The recipe was provided to “Mrs Hawkesworth by the chief book keeper of the bank” (NLI, Limerick). In 1812, a John Hawkesworth, agent to Lord CastleCoote, was living at Forest Lodge, Mountrath, County Laois (Ennis Chronicle). The Coote family, although settling in County Laois in the seventeenth century, had strong connections with Limerick through a descendent of the younger brother of the first Earl of Mountrath (Landed Estates). The last manuscript for discussion is the manuscript book of Mrs Abraham Whyte Baker of Ballytobin House, County Kilkenny, 1810 (NLI, Baker). Ballytobin, or more correctly Ballaghtobin, is a townland in the barony of Kells, four miles from the previously mentioned Callan. The land was confiscated from the Tobin family during the Cromwellian campaign in Ireland of 1649–52, and was reputedly purchased by a Captain Baker, to establish what became the estate of Ballaghtobin (Fig. 3) To this day, it is a functioning estate, remaining in the family, twice passing down through the female line. In its heyday, there were two acres of walled gardens from which the house would have drawn for its own provisions (Ballaghtobin). Fig. 3. Ballaghtobin 2013. At the time of writing the manuscript, Mrs. Sophia Baker was widowed and living at Ballaghtobin with her son and daughter-in-law, Charity who was “no beauty, but tall, slight” (Herbert 414). On the succession of her husband to the estate, Charity became mistress of Ballaghtobin, leaving Sophia with time on what were her obviously very capable hands (Nevin). Sophia Baker was the daughter of Sir John Blunden of Castle Blunden and Lucinda Cuffe, daughter of the first Baron Desart. Sophia was also first cousin of the diarist Dorothea Herbert, whose mother was Lucinda’s sister, Martha. Sophia Baker and Dorothea Herbert have left for posterity a record of life in the landed gentry class in rural Georgian Ireland, Dorothea describing Mrs. Baker as “full of life and spirits” (Herbert 70). Their close relationship allows the two manuscripts to converse with each other in a unique way. Mrs. Baker’s detailing of the provenance of her recipes goes beyond the norm, so that what she has left us is not just a remarkable work of culinary history but also a palimpsest of her family and social circle. Among the people she references are: “my grandmother”; Dorothea Beresford, half sister to the Earl of Tyrone, who lived in the nearby Curraghmore House; Lady Tyrone; and Aunt Howth, the sister of Dorothea Beresford, married to William St Lawrence, Lord Howth, and described by Johnathan Swift as “his blue eyed nymph” (195). Other attributions include Lady Anne Fitzgerald, wife of Maurice Fitzgerald, 16th knight of Kerry, Sir William Parsons, Major Labilen, and a Mrs. Beaufort (Fig. 4). Fig. 4. Mrs. Beauforts Rect. (NLI, Baker). Courtesy of the National Library of Ireland. That this Mrs. Beaufort was the wife of Daniel Augustus Beaufort, mother of the hydrographer Sir Francis Beaufort, may be deduced from the succeeding recipe supplied by a Mrs. Waller. Mrs. Beaufort’s maiden name was Waller. Fanny Beaufort, the elder sister of Sir Francis, was Richard Edgeworth’s fourth wife and close friend and confidante of his daughter Maria, the novelist. There are also entries for “Miss Herbert” and “Aunt Herbert.” While the Baker manuscript is of interest for the fact that it intersects the worlds of the novelist Maria Edgeworth and the diarist Dorothea Herbert, and for the societal references that it documents, it is also a fine collection of recipes that date back to the mid-18th century. An example of this is a recipe for Sligo pickled salmon that Mrs. Baker, nee Blunden, refers to in an index that she gives to a second volume. Unfortunately this second volume is not known to be extant. This recipe features in a Blunden family manuscript of 1760 as referred to in Anelecta Hibernica (McLysaght). The recipe has also appeared in Cookery and Cures of Old Kilkenny (St. Canices’s 24). Unlike the Tervoe and Limerick manuscripts, Mrs. Baker is unconcerned with recipes for “cullis”. Conclusion The three manuscripts that have been examined here are from the period before the famine of 1845–50, known as An Gorta Mór, translated as “the big hunger”. The famine preceding this, Bliain an Áir (the year of carnage) in 1740–1 was caused by extremely cold and rainy weather that wiped out the harvest (Ó Gráda 15). This earlier famine, almost forgotten today, was more severe than the subsequent one, causing the death of an eight of the population of the island over one and a half years (McBride). These manuscripts are written in living memory of both events. Within the world that they inhabit, it may appear there is little said about hunger or social conditions beyond the walls of their estates. Subjected to closer analysis, however, it is evident that they are loquacious in their own unique way, and make an important contribution to the narrative of cookbooks. Through the three manuscripts discussed here, we find evidence of the culinary hegemony of France and how practitioners in Ireland commented on this in comparatively neutral fashion. An awareness of cholera and bank collapses have been communicated in a singular fashion, while a conversation between diarist and culinary networker has allowed a glimpse into the world of the landed gentry in Ireland during the Georgian period. References Allen, M. “Statement by Myrtle Allen at the opening of Ballymaloe Cookery School.” 14 Nov. 1983. Ballaghtobin. “The Grounds”. nd. 13 Mar. 2013. ‹http://www.ballaghtobin.com/gardens.html›. Barrow, G.L. “Some Dublin Private Banks.” Dublin Historical Record 25.2 (1972): 38–53. Bence-Jones, M. A Guide to Irish Country Houses. London: Constable, 1988. Bourke, A. Ed. Field Day Anthology of Irish Writing Vol V. Cork: Cork UP, 2002. Craske, M. “Design and the Competitive Spirit in Early and Mid 18th Century England”, Journal of Design History 12.3 (1999): 187–216. Cullen, L. The Emergence of Modern Ireland. London: Batsford, 1981. Dawson, Graham. “Trauma, Memory, Politics. The Irish Troubles.” Trauma: Life Stories of Survivors. Ed. Kim Lacy Rogers, Selma Leydesdorff and Graham Dawson. New Jersey: Transaction P, 2004. De Bhaldraithe,T. Ed. Cín Lae Amhlaoibh. Cork: Mercier P, 1979. Ennis Chronicle. 12–23 Feb 1812. 10 Feb. 2013 ‹http://astheywere.blogspot.ie/2012/12/ennis-chronicle-1812-feb-23-feb-12.html› Farmar, A. E-mail correspondence between Farmar and Dr M. Mac Con Iomaire, 26 Jan. 2011. Fenning, H. “The Cholera Epidemic in Ireland 1832–3: Priests, Ministers, Doctors”. Archivium Hibernicum 57 (2003): 77–125. Ferguson, F. “The Industrialisation of Irish Book Production 1790-1900.” The Oxford History of the Irish Book, Vol. IV The Irish Book in English 1800-1891. Ed. J. Murphy. Oxford: Oxford UP, 2011. 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