The Sepoy Mutiny Of 1857 Essays (2643 words) -

The Sepoy Mutiny of 1857 As with any conflict or controversy there are always two sides to the debate, and the events in India during 1857 are certainly no exception. Given the situation in India during the nineteenth century it is hardly surprising that such a polarisation of opinion exists regarding the context of the rebellious events during that year. The British being in control of the subcontinent and their sense of superiority over their Indian subjects, would naturally seek to downplay any acts of rebellion. While the Indian subjects on the other hand would arguably wish to exaggerate and over emphasise the importance of these events, as a means of promoting the nationalist cause for self determination. The truth of the events themselves, does it lie towards the British account or the Indian pro nationalistic side, or could there be a certain amount of truth in both sides of the debate. Metcalf in his account cites three indisputable factors behind the outbreak of rebellion in 1857. Primarily he sees `accumulating grievances of the Sepoy Army of Bengal' as the most important factor. The reasons behind this `deterioration of morale' amongst the army lay with several reasons. Much of the Sepoy army was comprised of `Brahmins and other high caste Hindus' who assisted in promoting a `focus of sedition'. The `generally poor standard of British officers', plus the lack of improvement to the overall position of those men serving in the army also increased the level of tension. At this point it should be remembered that the `Bengal Army differed from those of Bengal and Madras', as the Bombay and Madras armies took no part in the rebellion of 1857. But the more pronounced military factor was the lack of British troops in the `Gangetic plain' meant that many areas were `virtually denuded of British troops'. These military grievances which although significant were not themselves enough to incite rebellion, as it took a perceived attack on the Sepoy religious institutions to trigger of the rebellion. The first of these perceived threats was that the British government was preparing to dismantle the caste system and `convert them forcibly to Christianity'. Although not based on fact the actions of some `pious British officers did nothing to dispel' the rumours to the contrary. Added to this British lethargy was the Brahmins who tended to be `peculiarly watchful for potential threats to their religion and caste'. Secondly, the introduction in 1857 of the `new Enfield rifle' with its distinct ammunition, which required the bullet to be `bitten before loading'. Rumours that the grease used on the bullets was either from the fat of cattle or pigs, which either proved `sacred to Hindus' or `pollution to Muslims', was interpreted as attacking at the core of the Hindu and Muslim religious beliefs. These rumours unlike those regarding the conversion to Christianity and dismantling of the caste system, did prove to have a factual basis, as the British government `withdrew the objectionable grease'. This belated action proved futile as the damage had already been done. However this only accounts for the military aspects of the uprising which display the version of events `accepted in official circles [as] basically army mutinies'. This version preferred by the British fails to acknowledge the level of `widespread unrest among the civilian population', who saw much of the British government's actions as amounting to interference and contempt for the `long established rules and customs'. Disraeli saw the causes of the uprising as not being the `conduct of men who were ... the exponents of general discontent' amongst the Bengal army. For Disraeli the root cause was the overall administration by the government, which he regarded as having `alienated or alarmed almost every influential class in the country'. Yet other British saw the overall social situation and government administration as having no effect in causing the uprising. For officials like Sir John Lawrence the `immediate cause of the revolt' was the concerns held by Sepoys over the new ammunition for the Enfield rifles. However, he sees this as just the trigger incident, with the root cause being the long term reduction in discipline in the army and the poor standard of officers in command. The British standpoint is to regard

Literary Research Paper Writing Prompts

Literary Research Paper Writing Prompts Literary Research Paper Writing Prompts Literary researches, though given not too much attention by many tutors and professors, form he greater part of the students’ writing assignments. To master the skills needed to conduct good literary researches, students need to be diligent and attentive to details. There are several important aspects which are to be constantly considered when composing a literary research. The present article would address them attempting t help students gain more knowledge on literary research writing. The foremost skills to be mastered when composing a literary research concerns proper choosing of the bibliographical sources. It is not a secret that the sources selected for this or that academic paper are to be credible and scientific, true and not out-dated. Thus, to select a literature source during the literary research, the student needs to pay attention to the author and volume of publication of this or that sources, as well as the publishing house and date. If all of these pieces of information seem credible and worth attention, then the student may proceed with referencing this or that work. What is more, the student should have knowledge on comparing the peer reviewed articles from those which are not. It is crucial for some academic papers to be citing only the peer reviewed sources, and many students find it difficult to distinguish between those. So, information and credible sources seeking is the foremost stage of every literary research written by a student. Another important step in composing a literary research concerns critical evaluating of this or that information found during the first phase of writing. The information presented in the literary sources, and in the Internet as well, may not always be true, and students blindly relying on it may sacrifice their academic reputation. Sometimes, they fail to prove the facts to be included into the research and thus, their paper could not be considered good as well. Students need to have the critical thinking skills as well as ability to apply the appropriate analyzing principles to identity if the given study is relevant, unbiased and valued for the further literary research. This is the skills which could not be grasped immediately, it usually takes long time before it is mastered. If you feel that you are not yet as good in literary research composing, as you’d desired to, you may always contact the customer paper writing agencies online for the help. The team of freelance writers working in such companies would help you define the credible sources for the literary research, as well as do the first step in composing of this academic assignment. Thus, their helping hand would be really of great value to such students who are not very familiar with the rules and procedures of literary research composing. At you can a great opportunity to buy research paper online, 100% custom written from scratch. Our experts will provide you with professional literary research paper writing assistance!

Reading Responses to a Poem Assignment Example | Topics and Well Written Essays - 500 words

Reading Responses to a Poem - Assignment Example The following paper is a response to "La Belle Dame Sans Merci" by John Keats. It explains the elements in the poem that are interesting or engaging. There are four major elements that can be discovered in this poem. They make it interesting and captivating. These include a theme of love, imagery, points of view and tone. Use of imageries is very strong in the poem. The diction has a deep literal meaning that the whole poem paints a mental picture. In stanza 4, the poet writes, â€Å"I met a lady in the meads, Full beautiful- a faery’s child,† which creates a mental picture of the extent of beauty of the lady (Enotes, 2011). This is mainly because of the use of a â€Å"faery’s child† which implies that the lady was very beautiful. This image portrayed is vital to an extent that the speaker is tricked into a trap by the lady. The tenth stanza has also an imagery which makes the poem interesting. This comes about as the ghosts of the lady’s past lovers caution the speaker of being duped, this last image is important since it connects the whole poem to the being state of the knight being alone. A theme of love used in this poem makes it quite captivating too (Melani, 2010). This is because love is a universal topic which the poet wisely chose since it connects with almost all of poem readers. In â€Å"La Belle Dame Sans Merci†, Keats elegantly portrays love as being imperfect at times. This is because of the misfortunes that the knight encounters after he falls in love with a lady who is alleged to be performing tricks to her lovers’ disadvantage. Tone is conveniently used in this poem. The dreamlike tone in the poem brings out a surreal environment. The poet then shift to a loving tone with his attitude in the 5th stanza. This is when he gives the lady some flowers and goes for a walk with her. The tenth stanza changes the tone

Adult education and postmoderism Essay Example | Topics and Well Written Essays - 500 words

Adult education and postmoderism - Essay Example Knowledge is often constructed by men, and so women may have difficulty accessing it. Most knowledge is facts, figures, and well-thought-out theories (produced by men), which leaves learners, both male and female, out of the picture. Personal experiences become secondary to memorizing a set way of doing things and demonstrating how well the learner memorized it through tests and quizzes. When learning is disconnected from learners, it’s difficult to apply to everyday life or understand where the learner fits into the process. When learning is constructed by a male-dominated culture, that removes it even one more step from women learners. Women may feel they have nothing to add to the knowledge base or the learning experience. If the knowledge base is constructed by a male-dominated structure, it affects the learners and instructors, even if those are all women. Creating connections between each individual and the learning, and each individual and every other individual in the learning environment, promotes understanding of the lessons and allows learners to both make it personal and to add to it as they see fit. Seeing each person in the classroom as unique and valuable enhances how much is learned, and changes the dynamic process. Another thing feminist theories are trying to overcome is the idea that women must construct identities to deal with life situations, rather than simply being themselves. When women learners have to construct a false identity in order to participate in learning environments, much of the impact of the knowledge can be lost for them. If we have to concentrate on supporting other group members during a group project, for instance, our own thoughts and feelings on the subject matter become secondary to cheering each other on. The teacher can also experience tension in the learning environment when there are conscious or subconscious authority issues. If a teacher sets

Julius Caesar - Ethos, Pathos, Logos Essay Example for Free

Julius Caesar Ethos, Pathos, Logos Essay During Julius Caesar, in one of the most famous scenes Shakespeare wrote, Antony influences the audience, soon turning the mourning crowd into a rioting mob. Antony persuades the Romans in his speech through Ethos, Logos, Pathos. Antony’s speech undermines the conspirators even while it appears deferential to them. Antony uses Ethos to catch the audience’s attention. He states â€Å"For Brutus is an honorable man; so are they all, all honorable men† (Act 3, 81-82). Antony never directly calls the conspirators, including Brutus, traitors; he is mainly calling them honorable in a sarcastic manner that the crowd is able to understand. This is the irony in what he is saying. Later in the scene he goes back to into a sarcastic tone and states â€Å"O masters, if I were disposed to stir your hearts and minds to mutiny and rage, I should do Brutus wrong, and Cassius wrong— who, you all know, are honorable men. I will not do them wrong. I rather choose to wrong the dead, to wrong myself and you, than I will wrong such honorable men†(Act 3,120-126). Antony is making fun of righting the â€Å"honorable men. † Antony reassures the crowd he is â€Å"not to disprove what Brutus spoke† but to tell them what he does know. He is using logos, logic. Antony had â€Å"thrice presented [Caesar] a kingly crown† he refused it each time. He then asks â€Å"Was this ambition? †(Act 3, 95-96). He makes the crowds think whether Brutus’ motives where true or just out of jealousy. â€Å"You all loved him once, and not without reason. Then what reason holds you back from mourning him now? †(Act 3,101-102). In this line he is asking the audience why should they applaud Brutus for killing Caesar. They had loved and admired Caesar at some point so why should they not mourn him now. Towards the end of Antony’s speech he begins using pathos causing the crowd to feel sympathy for Caesars and his wrongful death. He mentions that for the audience to bear with him. His â€Å"heart is in the coffin there with Caesar† (Act 3,104-106) he then takes a minute to recollect himself. The audience begins to -realize how â€Å"Caesar has had great wrong† (Act 3,109) By how Antony weeps for Caesar makes the Romans realize what all the conspirators did was terribly wrong, because Antony, although he is a party animal he is still a noble man. In the end Antony had the better advantage when it came to using Ethos, Logos, and Pathos. Antony, proving himself a noble man, got the Romans to see the wrong deed and caused them to seek revenge.

Modern World terms :: essays research papers

1. War of the Spanish Succession- (1701-14), conflict that arose out of the disputed succession to the throne of Spain following the death of the childless Charles II, the last of the Spanish Habsburgs. The battles raged across Europe for eleven years. In an effort to regulate the impending succession, to which there were three principal claimants, England, the Dutch Republic, and France signed the First Treaty of Partition, agreeing Prince Joseph Ferdinand, should inherit Spain. 2. War of the Austrian Succession- (1740-1748). Maria Theresa of Austria succeeded her father Charles VI. She, as a woman, was seen as weak, and some other princes alleged rights to the thrown. The hostilities began with the invasion of Silesia by King Frederick II of Prussia and only ended with peace of Aix-la-Chapelle. Most of the military interest of the war lies in the struggle of Prussia and Austria for Silesia. 3. Seven Year’s War- (1754 and 1756-1763). decisive round in the Franco-British competition for colonial empire. With the Treat of Paris (1763) France lost all its possessions on the mainland of North America and gave up most of its holdings in India as well. By 1763, Britain had realized its goal of monopolizing a vast trade and colonial empire for its benefit. 4. cottage workers- workers who were paid to work in villages. Worked in spurts where the man tended to drink after they were paid. 5. enclosure system- authorized the fencing of open fields in a given village and the division of the common in proportion to one’s property in the open fields. It marked the completion of two major historical developments in England: the rise of market oriented estate agriculture and the emergence of a land less proletariat 6. domestic system- also known as the putting out system was a popular system of cloth production in Europe. It existed as early as the 1400s but was most prominent in the 17th and 18th centuries. Workers would work from home, manufacturing individual articles from raw materials, then bring them to a central place of business, such as a marketplace or a larger town, to be assembled and sold. 7. â€Å"spinsters†- widows and unmarried women who spun for their living 8. agricultural revolution- produced a transformation of human society brought about by the invention of the plow, making large scale agricultural production possible and leading to agrarian societies. Many people call it the â€Å"dawn of civilization.

Democracy of U.S. History Essay

Democracy, as it is used today, means â€Å" the people rule.† A democracy is a form of government ruled by the people of the country through elections and representation. A democracy is really a form of republic known as a democratic republic. A republic is a government where officials elected by a small group of people that make the important decisions. Democracy has been around for almost 2500 years since Athens, Greece became the first democracy. The Romans also experimented with democracy, however it was more a republic, and not a democracy. Around 1200 England laid the groundwork to become a republic. Later, in the 1700’s, United States of America became a democracy. During the first decades of our premature nations’ existence, it is hard to imagine that the United States would evolve to become such a great democracy. A democracy others would prefer to believe with hypocrite reasoning. When the U.S. first won its independence it was a united group of people left to defend for themselves. This group was to become a nation and creating it involved more than winning independence from Great Britain. In 1783, the U.S. was a country forming in its premature stages. By 1787, this baby begins to develop, to become a nation. By 1787, people perceived that their constitution represented what the people desired the U.S. to be; well at least the Federalists presumed this. The Anti-Federalists watched for signs that threatened their republican principals for which they so recently had fought the American Revolution. After winning the war the unity and optimism among Americans did not translate easily or smoothly into the creation of a strong central government. The Federalists and Anti-Feds were very opposed to each other’s views. By the late 1700’s and early 1800’s, a deep political division had occurred amongst the Federalists and the Anti-Federalists. Anti-Federalists were mostly from the South, and were labeled Jeffersonian. Their label came from the fact that they defended slavery and third President, Thomas Jefferson, was known for owning herds of black slaves. Southerners held agreed with many of Jefferson’s views. The Anti-Feds and Republicans believed in strict interpretation of the constitution, peaceful foreign relations, and a reduction of the role of the federal government in the lives of average citizens. They were opposed to a  strong central government and felt states should hold the power to govern. The Federalists believed that the constitution should be loosely interpreted and that America should follow the spirit of it to make laws and judgments. Federalists wanted to organize the states so a strong federal power could govern over them in order to keep enough power for the economy, war and ruling. Many were opposed to this form of government because it so closely mimicked that of Great Britain. Between these two diverse groups, their followers split the nation. The United States was geographically split North from South. The North was home of manufacturers and industry. Farming was not the North’s economic base as was manufacturing. Crops would not grow year around due to freezing weather; therefore slaves were of no need during off-seasons in farming. Here, it was not economically safe or resourceful to own slaves, because of the fact that they were expensive to acquire and maintain. Since slaves were mostly used in manual labor, their use in the North was almost nonexistent. Blacks were not used in factories for fear of them gaining knowledge and accessing power. In the South, large plantations and small farm owners used slaves for their manual labor of the fields and common household work. Not every household in the South owned a slave, as many people may believe. Only the wealthy could afford slaves. These slaves abducted from Africa were characterized and treated equivalent to animals by their owners. Since slaves were owned, they were property, and they were treated however their holders felt fit. This was a great threat to democracy because it went against what democracy supposedly stood for. Slavery, at the time, was disregarded in the constitution and therefore it can be concluded that the government ignored it. There were greater threats to democracy during the first decades of U.S. independence that are far more important to the significance of the period. Americans held an optimistic view of the nation’s manifest destiny. The benefits and pitfalls that go hand-in-hand with a democratic society call for a fluid and amendable constitution. Nevertheless, the strengths outweigh the weaknesses as evidenced by the overall equitable conditions amidst the citizens, and the equal opportunities available to all.