For the annotated bibliography I did find sources about the Suez Canal. They did help to narrow down the information about it. And after reading the comments, I did realize that I was all over the place. So , I want to narrow my research. Of course,I want to look into what the reasons behind the canal where, what happened during the building of the canal, what were the actual affects of the canal and the internationalization and nationalization of the canal.
For the first point, I haven’t found information. I want to say the motives for the European powers would be for transportation and trade. However, that was information I found on the major powers and I could not find an article that talks about the motives for Egypt, leading to the question, was Egypt involved? I did learn that Egypt paid 44% of the 200,00,000 Francs that was used to finance the project and that money came out of Said Pashu. I also learned that in 1856 Egypt also agreed to provide 4/5 of the labor needed (Hoskins). I am looking into who were the powers that wanted the Canal and what benefits they were looking for. This could also go into the actual construction of the Canal and the point that I want to discuss. Looking into that I have had difficulty finding information the building of the canal and the plans.
I did find an article called , "The Suez Canal and World Shipping, 1869-1914" by Max Fletcher, explained the changes that the Canal brought to Britain and the revolutionary changes the Suez brought, especially concerning steamer ships. Also , the article does go on to point that when the Suez Canal was unveiled, Britain was the “ world’s greatest shipper and ship builder. They go in hand and hand benefited Britain. The article also explained how the Britain benefited and practically dominated when it came to number of ships that actually went through the Suez Canal and profited. The other countries, which included, Italy, Austria, Hungary, Russia and Spain, they could not compete. Britain was faster.
Unlike the information that I was unable to find concerning the motive for Egypt, I did find the out effects that the Suez Canal had. While one would think being close to such a major port, they would prosper, it is different. An article called “The Suez Canal and the Outlook for Egypt” by Halford L. Hoskins, talked of this. He points out that the Suez Canal affected Egypt because ships were passing through the canal instead of passing through the land. Therefore, he talks about the business that couldn’t work; the business that thrived on travel. To me . the demonstrates the exploitation of the land. The Suez could have helped Egypt prosper but instead was exploited by the other powers.In 1888 a convention Great Britain and other 8 powers signed a convention making the Canal international and, made Egypt the representative that was to uphold it. I understand that Egypt is the closes but I do not know if Egypt was present at the convection.
I am beginning to feel my project is becoming more of a timeline and that bothers me because I don’t want to present a timeline, so my goals is to shape my argument and support it. So I want to work on “blending” (I’m not sure that would a good term) the information that have found and making a solid support.
Sources Cited:
Fletcher, Max E. "The Suez Canal and World Shipping, 1869-1914." The Journal of Economic History 18 (1958): 556-73
Hoskins, Halford L. “ The Suez Canal and the Outlook for Egypt.” The Amiercan Political Science Review 38 (1944): 110-19
Showing posts with label Egypt. Show all posts
Showing posts with label Egypt. Show all posts
Thursday, February 24, 2011
Monday, February 14, 2011
Academics and Students Look to Influence Egypt's Transition
Academics and Students Look to Influence Egypt's Transition
http://chronicle.com/article/AcademicsStudents-Look-to/126353
Feb 13, 2011
By Ursula Lindsey
Even as Egyptians marked the collapse of President Hosni Mubarak's government with wild celebrations, professors and students—who played a vital role in the historic uprising—have begun planning for the future. While academics are focusing their expertise on the political-transition process and encouraging the authorities to carry out long-overdue educational reforms, student activists are vowing they will continue to organize and agitate until their demands are met. ... Read more
http://chronicle.com/article/AcademicsStudents-Look-to/126353
Feb 13, 2011
By Ursula Lindsey
Even as Egyptians marked the collapse of President Hosni Mubarak's government with wild celebrations, professors and students—who played a vital role in the historic uprising—have begun planning for the future. While academics are focusing their expertise on the political-transition process and encouraging the authorities to carry out long-overdue educational reforms, student activists are vowing they will continue to organize and agitate until their demands are met. ... Read more
Tuesday, January 25, 2011
Research Progress Report #1 - Egypt
For this country-based research project, I wanted to look into Egypt. First, I had wanted to take a look at the social standing of the engineers in Egypt but then I thought the history would be more interesting to look at. It would be interesting to see the effects that the history had on the current.
So far my research about Egypt has shown me that there is influence from the French and the British, This is demonstrated in “Engineering and Engineering Education in Egypt”. This to me was interesting because as we learned in class and through the readings, France and Britain have different views when it comes to what engineering means, who is an engineer and the qualifications are also different. I have read one article on this topic and I’m actually pretty excited to see how the construction of engineering is today and how these two different countries together helped shape engineering in Egypt. The article also explains how after World War II nationalism also affected Egypt and the control of the British in Egypt. The article also goes on to explain why the British were there. They did not want to fully lose control of Egypt because then they would lose access to the Suez Canal (20). Even though they were not willing to part with that control they allowed Egypt to establish it as an “independent monarchy “ but they were still involved in Egypt. They allowed the monarchy because they saw the “… nationalist unrest of the 191 Revolution” (20) I also want to see how the Suez canal was involved in the Britain’s interest in Egypt. This also makes me winder if there were any other underlying motivations and what were the motivations of the French. I also want to investigate and understand why there was a Nationalist Revolution in 1919 and what acts led to it.
While researching the history of Egypt I also came across a lot of article the spoke of political protests in colleges and they involved mechanical engineers professors. That surprised me and I would be interested to see how the history of Egypt helped shape that as well. At the same time, I want to look into engineering before the French and the British became involved. The beginning of the article, “Engineering and Engineering Education in Egypt”, the beginning of the article begins with,” modern engineering education in Egypt…” (18) To me the raises the question what is pre modern engineering education in Egypt? Also, what makes the education “not modern”? These questions support my thesis question and will help me in my research. Did these views affect how the Egyptians saw themselves and their history?
Something that I would also like to look into would how the French and British impacted the culture. It is through education that the minds of the young people are impacted. Did this create a different generation with different ideas? How did this affect the community? The people of Egypt may have protested to the control of the British in Egypt and how all of these ideas tie into the history if engineering the Egypt.
Works Cited:
El-Sayed, O.L., J. Lucena, and G. Downey. "Engineering and Engineering Education in Egypt." IEEE Technology and Society Magazine 25.2 (2006): 18-25. Print.
So far my research about Egypt has shown me that there is influence from the French and the British, This is demonstrated in “Engineering and Engineering Education in Egypt”. This to me was interesting because as we learned in class and through the readings, France and Britain have different views when it comes to what engineering means, who is an engineer and the qualifications are also different. I have read one article on this topic and I’m actually pretty excited to see how the construction of engineering is today and how these two different countries together helped shape engineering in Egypt. The article also explains how after World War II nationalism also affected Egypt and the control of the British in Egypt. The article also goes on to explain why the British were there. They did not want to fully lose control of Egypt because then they would lose access to the Suez Canal (20). Even though they were not willing to part with that control they allowed Egypt to establish it as an “independent monarchy “ but they were still involved in Egypt. They allowed the monarchy because they saw the “… nationalist unrest of the 191 Revolution” (20) I also want to see how the Suez canal was involved in the Britain’s interest in Egypt. This also makes me winder if there were any other underlying motivations and what were the motivations of the French. I also want to investigate and understand why there was a Nationalist Revolution in 1919 and what acts led to it.
While researching the history of Egypt I also came across a lot of article the spoke of political protests in colleges and they involved mechanical engineers professors. That surprised me and I would be interested to see how the history of Egypt helped shape that as well. At the same time, I want to look into engineering before the French and the British became involved. The beginning of the article, “Engineering and Engineering Education in Egypt”, the beginning of the article begins with,” modern engineering education in Egypt…” (18) To me the raises the question what is pre modern engineering education in Egypt? Also, what makes the education “not modern”? These questions support my thesis question and will help me in my research. Did these views affect how the Egyptians saw themselves and their history?
Something that I would also like to look into would how the French and British impacted the culture. It is through education that the minds of the young people are impacted. Did this create a different generation with different ideas? How did this affect the community? The people of Egypt may have protested to the control of the British in Egypt and how all of these ideas tie into the history if engineering the Egypt.
Works Cited:
El-Sayed, O.L., J. Lucena, and G. Downey. "Engineering and Engineering Education in Egypt." IEEE Technology and Society Magazine 25.2 (2006): 18-25. Print.
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