What caused the Great Sepoy Rebellion of 1857-8 - Essay Example The role of the Indian sepoys was a central one as without their initial rising, other classes would not have been able to initiate such a high level of revolt. The hatred of sepoys attracted all other classes as well and this in turn resulted in the great sepoy rebellion and one of the major rebellions in the history of India. It is often referred to as the first Indian nationalist uprising. Although people from all over India were involved, the major areas of rebellion included the Northern areas of India and Bengal. The Indian sepoys tried to popularize the event by asking the last Mughal emperor to re-establish the Mughal Empire. Through this, they did gain wider support; however, the emperor did not have much power left. Therefore, the revolt was not successful to be turned into a widespread national revolt as the British were able to control it to some extent. Although the rebellion started as a military cause, it took on hold as majority of Indians joined this to show their resentment against the British. After the Battle of Plassey in 1757, the British took hold of Bengal and took advantage by introducing reforms and policies against the peasants and traders. Along with this, other major causes including religious, political, social resulted in the great rebellion of 1857. The most important cause of this great rebellion included the growing resentment of the Indian sepoys towards their British masters. These sepoys were basically peasants and therefore, supported the farmer community of India at that time. Therefore, the adverse policies of the British government for the agricultural sector greatly affected the feelings of the sepoys as well as they could relate to the actual feelings of the farmer community. Secondly, these sepoys were greatly dissatisfied with the discriminatory promotion and payment policies. The European soldiers were paid more salary although the majority chunk of the work was done by the
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Article 4 - Essay Example Apart from the stated reasons above, the pupils might also exhibit challenging behavior because of other reasons like disabilities (autism, for example), limited communication from the adult to the pupil, limited cognitive and emotional skills, giving too much directions (and the child could not follow), differently carried routines and expectations, or they may want to continue what they are doing and refuse to do the next objective. Now these challenging behavior occur because of the program staff structure, schedule and implementation of transitions – the transitions may be too long and the children spend a lot of time waiting for nothing do, or just because the instructions about the things to do aren’t clear. That is why programs should be designed with minimal transitions as much as possible. Schedules with children that engage in planned activities, spend little time waiting and making transitions decrease the likelihood of exhibiting challenging behavior. To minimize transitions in a class, teachers should plan well and modify certain parts of the schedule so that the children would not be idle and be engaged in interesting activities. The trick in keeping challenging behavior minimal is to let the children know the expectations in a transition; this may require modeling by role-playing or by pictures/visual cues. For example, in hand washing, the teacher may use a pupil as a model for other pupils and use a step by step diagram to guide the children in washing their hands. These transitions also help foster social skills and emotional development as there is constant communication between students and the teacher (interactivity). However, there are some children who still continue to have challenging behavior. This may call for individualized transition strategies. When teachers find out and evaluated these transitions, they can now revise strategies to help children deal with transitions easily. This will lead to fun, successful and
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