Benefits of Education in general.

The impact of education on society, both on social, health and economic relations, is widely recognized due to studies and research on this subject. Economic benefits of education did not figure on the development agenda to begin with. The reason is that it is not immediately mesureable. Even though this paper do not pay much attention to

economic benefits it is still important to stress the value of presenting economic benefits, since it is one of the most persuasive arguments in the attempts to change attitudes of governments concerning their higher priorities on fx the military and less priority to education and health sectors. Different studies in the last decades have shown that an increase in education enhance the economic growth. But other benefits such as the expansion of human capabilities is recognized as equally important outcomes of education. Improving individuals social and personal opportunities enables change in a society with unequal opportunities for development caused by traditional patterns of class, ethnicity and gender.

According to Dreze and Sen, education has five intrinsic values for improving social and economic conditions in Third World countries, both benefits for communities and societies, as well as individual social benefits.

First of all education gives personal benefits for the individual in terms of self-confidence leading to motivation and interests in society. Social interactions are easier when persons are capable of reading a newspaper about social and political issues in the community and the rest of the World.

Secondly, education gives access to a wider range of job opportunities and in general enables persons to take advantage of economic opportunities and fx participate in local politics.

Thirdly, a higher literacy rate facilitates public debates and demands for health care, social security and other needs. Public discussions enable people to hold politicians accountable for their promises of fx improvements in the social service sector. Information on ones society provide better possibilities for utilizing the service system. Fourthly, education indirectly prevents child labour, to the extent that implementation of legislation of basic education for all children, force parents to send their children to school which again gives less time for labour. Entering school broadens horizons for young people. Which means that meeting other children and young people could result in new ideas of different opportunities in the future.

The fifht effect of education and literacy enables oppressed groups in a society to become politically organized. Being a larger group makes it easier to insist on ones rights and demands concerning social and politically issues. An organized group achieves visibility in the society and is harder to oppress. The ability to resist

oppression not only concerns disadvantaged groups in society, but education does also have positive effects within families when girls are being educated (Dreze & Sen 2002; 39).

The expansion of the opportunity of education to include girls do not just enhance the capabilities of reading and writing, but is also a means to the promotion of gender equality, development and growth.

Explain ‘Imperialism’ write a note on the stages of imperialism.

According to Maritz Julius Bonn, “Imperialism” is a policy which aims at creating,  ‘organizing and maintaining an empire; that is a state of vast size composed of various more or less distinct national unit s and subject to a single centralized will”  Charles a beard wrote : “Imperialism is…..employment of the engines of government and diplomacy to  acquire territories, protectorates, and on spheres of influence occupied usually by other races or peoples, and to promote industrial, trade, and investment opportunities …..”A clear yet crisp definition was given by p.t. moon. He wrote, “Imperialism ….means domination of non- European native races by totally dissimilar European nations. “Thus moon clearly indicates domination of colored peoples of Asia and Africa by the Europeans who considered themselves superior and their colonial administration as burden on the white man. Though Beard excludes all economic motivations, the history of imperialism definitely points to economic exploitation as a primary drive in expansion of the empire by western countries. History reveals that the world has gone through many stages of development. It is known that the history of humankind is related to the development of society and social structures. Capitalism generally developed out of feudalism, and was Responsible for colonialisation and imperialism, Feudalism prevailed before the 16^th- 17^th century. In Europe, feudalism was generally associated with medieval states based on aristocracies (run by kings and nobles) who controlled the economic and political power of the state. The church too had an important role in the functioning of the feudal state. Feudalism as a system began to decay in different parts of Europe, beginning from England in the thirteenth century. The industrial revolution, the growth of towns, inter-feudal wars etc. led to this decline , social life in Europe thus began to change, this also involved a change from the feudal type economic organization to a different one where the control was no longer with the land owning aristocracies. Independent groups of merchants and traders began dominating the economy. This meant, thus, the growth of new classes which formed the bases for mercantile capitalism. The letter was a transition from feudalism to capitalism to capitalism, which was prevalent between the 16^th and 19^th centuries. The kind of transformation made by each nation out of feudalism differed. For example in England capitalism grew faster than in any other European nations. France followed this transition and later Germany, Russia and others did the same. Thus each transition was a unique experience. Industrialization in Europe led the capitalists to look for raw materials and markets outside Europe. This search fueled imperial penetrations into Asia and Africa. Capitalism can be defined as a system in which goods and services are produced for exchange in the market so that profit is made. The form of capital in the capitalist system is deferent from that of the feudal system where merchant capital was dominant. Under capitalism productive capital dominates, that is capital invested in labor power. Labor power is what the worker has to sell in exchange for money in order to survive. This labor power is then organized in the production process to produce new commodities for making more profit. Thus the capital of the merchants and financiers circulated and are invested for commodity production. The function of this merchant finance, Capital is determined and based on the need of productive capital. Labor power thus becomes like a commodity which can be bought and sold according to market prices.The growth of capitalism had an important effect on the social and political life of people and social systems. Just it had on their economic life. Capitalism brought about the formation of two large classes- the capitalist class (bourgeoisie) and the working class. In addition to these there also give rise to new political systems wherein besides landed aristocracies, other classes’ also shared state power as in England. Similarly it led to the overthrow of the French landed aristocracy and brought into being the French republic. Thus with capitalism began as era of private enterprises in the economic sphere and popular participation in the exercise of state power in the political sphere.

Write an essay on the military technology of medieval India.

The military technology of medieval India was marked by remarkable progress. Conventional weapons like Bow-arrow, sword etc were accompanied by different kind of firearms for the first time. The industrial technology during the sixteenth and the seventeenth century saw remarkable achievements in the form of artillery. The manufacture of cannon was then the real heavy industry, on the handgun were lavished all the fruits of the increasing mechanical sophistication attained during the period. Modern artillery was mainly brought to India, on the one hand by Babur, who had received it from Persia and on the other by the Portuguese early in the sixteenth century. Evidence has however, now been adduced of the presence of cannon during the later half of the fifteenth century. The specimens of handguns from the mughal period are hand enough in case of studying different methods of manufacture of firearms in India. In case of a handgun the most significant portion is the propelling mechanism. In the earliest guns the change was fired by applying a ‘match’ or burning rope or cord to the priming pan which communicated through the touch hole with barrel into which gun powder had been previously rammed. During the 15^th century and the 16^th century the match lock developed in Europe by first providing for a pivoted lever. With the help of this lever the match could be hold and a spring controlled the lever and then converting it into an arm. But Indian evidences are little in this context and the development of the match lock in India cannot be traced back. In Abul Fazl’s writing there are references to match locks being manufactured by Akbar’s arsenal but that it was also turning out a lock in which the match was done away with. The practical knowledge of the world emperor helped in evolving a gun which can be fired without the use of the match but with just a slight movement of the masha. At the same time the pellet is also discharged. Such a gun could either have a decider of the seventeenth century saw the appearance  of the flint lock in Europe, where it gradually, but not completely supplanted the match lock during the later half of the century. Its first appearance in India is difficult to date, but in 1623 it excited the great curiosity of the zamorin of Calicut, for their guns have only matches. The subsequent development of the flint lock in India again is not easy to trace. It would appear that Indian guns began to be equipped with flint lock during the later half of the seventeenth century. But the basis for this view is assumption and there is very little evidence to substantiate it. Bernier says that Indian sometimes imitated perfectly articles of European manufacture. He also says that “among other things, the Indians make excellent muskets, and fowling pieces. The barrel of the gun is a great problem for the blacksmith as it had to with stand the explosion inside it. Great accuracy was needed with regard to its bore and alignment.

In the manufacture of cannon, two trends were noticeable in the mughal period. The first was to make very large pieces. This was possible as long as they were cast of bronze. The method of casting such cannon pieces was apparently similar to the one employed by the ottoman Turks during the middle of the fifteenth century, A method which lasted in Europe until about 1750.Babur’s gun founders cast cannon by precisely the same means. Whether the process of bronze casting was further improvised in India or the alloy used was better, it would appear that by the end of the sixteenth century, the heaviest guns in the world were being cast in India. The climax being reached with the famous Malik Maidan cast in bronze at diameter at the muzzle, 5’5” and of the bore, 2’4 and half Inc which threw stone balls of 10 maunds.

What do you understand by the term ‘de- industrialization ’? What was its Impact on the Indian Economy?

Commentators often talk of the long decline of industry in the British economy. In simple terms this is what we mean by de-industrialization - a fall in the contribution made by the manufacturing sector to national output, employment and income. We can consider manufacturing as a whole, or focus on individual industries such as steel and clothing and textiles

De-industrialization is a long-term process of structural change in an economy – leading to a change in the composition of national output, and important alterations to the structure of our labour market.

There is a number of different ways of measuring the extent to which our manufacturing sector is experiencing de-industrialization:

Its impact on the Indian Economy

The economic condition of India in the 19th century started becoming worse due to several polices of the British government. The Indian manufacturing sector was sometimes sharply disrupted sue to the import of machine made foreign goods. While analyzing the economic impact of British rule and consequent poverty, Indian nationalists has quite convincingly argued that British rule has de-industrialized India. However, recent researches in modern economic history of India after independence has challenged this widely accepted hypothesis on many grounds. To reach at final analysis it is imperative to go through all major views of the scholars and sources of information of different parts of 19th century India.

Drain of wealth the systematic policy of ferrying the economic resources of India to Britain. The officials of the British I government were paid out of the Indian exchequer money went out of India. There was a heavy tax t on the Indian people because large sums had to b annually as interest on loans contracted by the Gove~ of India. It was first time in India’s history that the balance of trade t unfavorable towards India.

De-industrialization The British caused 1 Duos harm to the traditional handicraft industry decayed beyond recovery. Heavy customs dutiE imposed on Indian goods. The

British officials! Preference for European goods. This provided an. to the demand for

European goods and contribute decline of Indian handicrafts. The availability of n made goods in abundance at a comparatively low H greatly contributed to the decline of Indian handicri failure of the British Government to offer any protE indigenous industry also contributed to the de Indian handicrafts because they could not compt machine-made goods produced in bulk, and Consequently cheaper. With the subjugation of Indian princely 51 patronage to the handicraft industry ceased to exist.

Ruralisation Indian economy tended to more and more agricultural with the disintegration traditional industries. The increase in the number 01 in agriculture. Did not mean increase in agricultural, but impoverishment of the rural masses; then industrial alternative.

This accounted for the famines and increasing poverty in the 19th and quarter of the 20^th century. India merely became of raw material for industrial Britain.