History Of The British Raj History Essay

History Of The British Raj History Essay The name of the period of British colonial rule in South Asia between the years 1858 and 1947 is British raj. The region, called India included areas administered by the United Kingdom. The princely states were ruled by individual rulers under the paramountcy of the British Crown. The political union was officially called the Indian company after 1876. It issued passports under that name. The result of this change was that it was a founding member of the League of Nation and the United Nation. Furthermore it was a member nation of the Summer Olympics in the years 1900, 1920, 1928, 1932, and 1936. When the rule of the British East India Company was transferred in the person of Queen Victoria, the system of governance was instituted. When the British Indian Empire was portioned into two sovereign dominion states, the Union of India and the Dominion of Pakistan, it lasted until the year 1947.   In the year 1937 the province of Burma became a separate colony. This province was located in the eastern region of the Indian Empire. Moreover it gained independence in the year 1948. The Geographical extent of the Raj India, Pakistan, and Bangladesh over all these regions the British Raj extended. At various times it included Aden Colony, Lower Burma, Upper Burma, British Somaliland, and Singapore. Only one region was directly administered by the British Crown from 1937 until independence in the year 1948. This region was Burma. In 1802, Ceylon was ceded to the United Kingdom under the Treaty of Amiens. Ceylon was never part of British India, but it was a British Crown Colony .The British having fought wars with the kingdoms of Nepal and Bhutan. They signed treaties with them. Also they were recognized by the British as independent states.  Ã‚   This map shows the British Indian Empire and surrounding countries in the year 1909. The meaning of The Raj The Raj is the name of the British rule in India. This expression was derived from the Sanskrit term raja. The meaning of raja is king. For long time, until after 1858 the term did not have official meaning. But many years before that, it was in popular usage. Many British merchants made a fortune in India and they return home, because they were derided by those in British high society as nabobs. Nabobs was the title for an official under the Moguls. The British public was fascinated by the tales of life in India. They liked exotic Indian scenes, for instance a drawing of an elephant fight.   This drawing appeared in books published in London in the 1820s.   Raj means rule. This word is of Indian languages. British Raj means rule by the British in India. The Republic of India, Pakistan, Bangladesh and Burma were all part of the British Indian Empire. At that time, it was known as the Indian Empire and sometimes now spoken of as the British Raj, which is a term of history. This rule was before 1947. The British Raj is used to talk of the direct British rule over areas which had been conquered by the British. This is known as British India. Undivided India is another term. It is used to mean the whole area of British rule. It does not take in Burma. From 1937 Burma was a British colony on its own. The colony of Aden came under the same government in India. It came from 1858 to 1937.Furthermore the British Somaliland came under the same government from 1884 to 1898 and Singapore from 1858 to 1867. Today Somaliland is called Somalia. The British rule ended in Pakistan and the East Bengal region on 14 August 194. Later the British rule ended in the rest on 15 August 1947. Jammu and Kashmir had not been under direct British rule. Over this area India and Pakistan have gone to war, and it is not divided between them. The beginning of the Raj In the year 1858, the British Crown was established in India. A century of control by the East India company ended. The life and death struggle cost  Ã‚   36 million. It is variously referred to as the Great Rebellion, the Indian Mutiny or the First War of India Independence. The nature of politic, social and economic rule was marked by the consequences of this bloody rupture. The Raj never encompassed the entire land mass of the sub-continent. Over 560 large and small principalities independently governed Two-fifths of the sub-continent. During the rebellion, some of whose rulers had fought the British, but with whom the Raj now entered into treaties of mutual cooperation. The Great Rebellion did more to create a racial chasm between ordinary Indians and the Britons. This social segregation endure until the end of the Raj. On the one hand the British criticized the divisions of the Hindu castle system, on the other hand they lived a life ruled by precedence and class. Rudyard tried to reflect this position in his novels. His books show the gulf between the white community and the Anglo-Indians. The mixed race caused them to be considered racially impure/ unclean. The sources   Ã‚  Ã‚   http://simple.wikipedia.org/wiki/British_Raj   Ã‚  Ã‚   http://en.wikipedia.org/wiki/British_Raj   Ã‚  Ã‚   http://history1800s.about.com/od/thebritishempire/tp/indiatimeline01.htm     Ã‚  Ã‚   http://www.bbc.co.uk/history/british/modern/independence1947_01.shtml   Ã‚  Ã‚   http://www.drake.edu/artsci/PolSci/ssjrnl/2001/nunn.html How did the British Raj influence India? The British Raj was the result of the Victorian erais infusion of British liberal philosophy in colonial policy and social governance. Liberal-minded principles of economics, social responsibility and military administration permeated British legislative and imperial rule as clearly as in the British Administration of the Indian subcontinent. Furthermore the British made positive contributions to Indian life. But the colonialism never brought positive consequences to India. The British crown inherited over 750,000 square miles of Indian territory, when the British Crown took over direct control from the East Indies Company in the year 1857. The British tried to extend their control throughout the region. In the opinion of the Crown, they felt obligated to support the long list of treaties the East Indies Company had made with numerous Indian Princes and regional rulers. India was carved into more than 600 sovereign territories in the sub-continent, because the British government honoured these agreementsThese native states possessed British advisors. The large British provinces, for instance Punjab, Bengal and Assam had British Governors. They reported to the imperial viceroy of India, who in turn reported to Parliament and the monarch in London. This amalgam of colonial control and tradition feudalism reflected the regional and local disunities of India. Moreover it deepened the regional and local disunities of India. Other rejected and repelled them wholly, although certain parts of the sub-continent adopted and promoted the contributions of the colonial era.    GRATIS fà ¼r alle WEB.DE-Nutzer: Die maxdome Movie-FLAT!  Ã‚  Ã‚   Jetzt freischalten unter http://movieflat.web.de

Life or Death? - Original Writing :: Papers

Life or Death? - Original Writing That is the Question -------------------- â€Å"What you say we treat ourselves to a wild night out, honey?† â€Å"At this time it’s only 9 o’clock.† â€Å"Yeah, I mean later on, say 10 o’clock.† â€Å"Yeah sure, why not, at least that way I can show you what I’m made of.† â€Å"Alright, yeah sure.† â€Å"You go and get ready knowing beautiful girls like you take years to get ready.† â€Å"Shhhhh.† Hannah hurries off to get ready with her body full of energy and excitement, while her fiancà © Ed has a feeling of fear going through his nerves and tries to sit down and relieve this fear. Ed thought of something his closest friend used to ask him when he was a young boy. â€Å"What is your deepest fear Ed?† Ed was very young and he never had a chance to answer his questions as his inner self was perplexed with different thoughts, but none of these thoughts could group together to give him an answer of what his deepest fear really was and it was too late for him to gather an answer before his friend had passed away. Still today Ed still has nerve shocks where his conscience asks him what his deepest fear was and what is it today. â€Å"Why can’t I figure the answer out?† he asks himself. â€Å"What is my deepest fear?† â€Å"Wait, I think I got it?† â€Å"Ed, are you speaking to yourself.† Hannah bellows from the bathroom. â€Å"No, honey I’m just singing that song me and you adore.† He replied embarrassedly. â€Å"I’m ready, Ed, what do you think?† â€Å"Honestly, do really want my opinion.† â€Å"Yessss, hurry.† â€Å"You look stunning sweetheart.† â€Å"Really, thanks.† â€Å"Wait, I’ve been waiting to say this to you Hannah, I want to say, that I love you.† â€Å"Awwww, I love you too,† mutters Hannah Hannah never really used believe Ed, but she didn’t want Ed to feel that his heart didn’t mean anything to Hannah.

J.B Priestley and his audience Essay

J.B Priestley is someone who has seen enough of the world to make his own judgments. Therefore he has written this play â€Å"An Inspector Calls† to get these views of his across to the rest of the audience. He believes in socialism and doesn’t support the view of capitalism. He tries to promote socialism and show capitalism as an act of egotism. The two main views of society he has portrayed and contrasted capitalists and socialist. We know this through characters of the book to begin with I will look at Mr. Birling as a capitalist. This character was shown to be a very arrogant and proud man. He believed he had more authority and rights than/over everyone else. He is ‘Self made man’. His objectives of life are to make money, and profit for himself, â€Å"It’s my duty to keep labour costs down†. Money for him isn’t an issue. It’s an important part of his life. Even in situations like the sort he finds his image essential. ‘Look, inspector – I’d give thousands’ Mr. Birling can seem to be hollow at times in the sense that he doesn’t always perform in the way he portrays himself to his surroundings. He finds a reason to believe that the inspector’s onset maybe a hoax, He than begins to proceed as though the inspectors arrival had no effect on him. But as soon as the phone rings he begins to panic. Mr. Birling doesn’t like to argue. He is optimistic about the future yet we know what he predicts will not come true. ‘The worlds developing so fast it’ll make war impossible†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.’ And ‘The Titanic†¦. unsinkable absolutely  unsinkable’. The inspector’s comment to Mrs. Birling about young people – ‘They’re more Impressionable’ (pg 30) – adds weight to our feelings that the older generation is Fixed in its attitudes and that if society is to become more caring it will have to be through the efforts of the younger generation. The inspector is just someone who is making the characters in the play realise what they are doing wrong in life, not to cause havoc. This is shown when Sheila ( Mr Birling’s daughter) takes the blame of Eva Smith’s death [http://www.youtube.com/watch?v=bA9lpcBIiL8] all on to her own accord, the inspector assures her and asks her to stay and listen to Gerald’s (Sheila’s fiancà ©) part of the story, so she doesn’t feel herself entirely to blame. Sheila is an example of a capitalist who has realised her mistakes, owned up to them and is prepared to adjust her life after the events taken place in the dining hall that afternoon. She is very intelligent but spoilt. She is naà ¯ve and is very distressed by the news of Eva’s death caused by stress which drove her to committing suicide. She thinks that her father’s behaviour was unacceptable. She readily agrees that she behaved very badly and insists that she never meant the girl any harm. ‘I’ll never ever do it to anybody again’ Sheila had gotten used to the fact of going into a shop and behaving in such a cruel manner, and get somebody (Eva Smith) permanently excluded from their job just because of jealousy, how self-centered of her. Now after somebody  had made her see her mistakes she decided her actions were not acceptable, and this sort of approach to life is intolerable. J.B Priestley wanted to show that there are people out there who haven’t recognised their error’s in life and that maybe this play will help them to do just that. Priestley shows just how wrong capitalism is that it can even lead to death of innocent citizens. So this means there is chance of another war, if capitalism isn’t erased from this world. He shows that people are out there who predict the future like Mr Birling and say things like ‘the Titanic is unsinkable†¦ and the world’s developing so fast it’ll make war impossible’, we know that these predictions made were wrong. But who are we to say that there won’t be another war. It makes you think what might happen In the future if entrepreneurship isn’t stopped, doesn’t it? This is what Priestley wanted, his capitalist audience to feel guilty, and wanting to change themselves for the better. Mr Birling represents Priestley’s hatred of businessmen who are only interested in making money. He (Birling) will never alter his ways and it is left to the younger generation to learn from their mistakes. Mr Birling’s family may seem cheerful, but if you inspect them internally you’ll notice how ruined their family really is. Mr Birling has feelings of guilt but doesn’t show them because of his bold image he has to keep up with, ‘We hard headed businessmen’ He is hurt by the fact that when his son Eric (an alcoholic), was in trouble (with Eva and the money problem he had) he didn’t approach his father with this problem and ask for help, like any other son would have done. This makes Mr Birling upset and angry. ‘You damned fool – why didn’t you come to me when you found yourself in this mess?’ Eric is bad-mannered and coarse towards his father and makes him feel as though they never had a father and son relationship. ‘Because you’re not the kind of chap a man Could turn to when he’s in trouble’. Priestley also shows that money can’t buy happiness. Mr Birling has all the money but does he enjoy time with his family? Is his family falling apart?And is it his entire fault? Capitalism also has this effect on people, that it can tear families apart just as it’s done to The Birling’s. Inspector Goole’s final speech is J.B Priestley’s personal opinion which is that he is concerned that there are many people like Eva Smith who are poor and their lives depend on the way we deal with daily life. ‘One Eva Smith has gone-but there are millions and  millions of Eva Smith’s and John Smith’s still  left with us ‘. The reason for capitalism is people like Mr Birling who have no sympathy for others and don’t care about the rest of the world or poverty; they only care about money and image this is why capitalism and wars are still going on today. If there was more socialism there would be peace. This is J.B Priestley’s major motive of writing this play ‘An Inspector Calls’ is to promote socialism. (Which I hope he has)

“The interrogation” by Edwin Muir

The poem â€Å"The interrogation† by Edwin Muir is about the different ways that people deal with and react in different situations. I think this poem is about a few emigrants who are illegally crossing the border to enter a country they are not lawfully permitted to. The interrogation that the poem talks about is the questioning that these people are put through by the law enforcement troops that these emigrants encounter at the border. We know that the poem is about this illegal emigration because at the beginning of the poem states, â€Å"and then came the patrol;† This confirms that there is a governmental group of people involved. I think the central opposition of the poem is about courage and fear. The way these people choose to handle the ‘interrogation' determines whether or not they will be able to cross the border. If they answer with courage and confidence then they will be much more likely to be allowed through as opposed to if they answer with fear. We know that they reacted unwisely in this scenario because the poem says they â€Å"hesitated† in their approach to crossing the border. This is what led them to be interrogated by the â€Å"patrol†. This has a direct relation to real life; you are more likely to succeed in things that you handle with courage then those that you handle with fear, as fear leads to suspicion. These people are doing an illegal act and we know that they handle the situation with the wrong approach. We are further confirmed that what these people are doing is illegal when the poem says â€Å"Must come out now, who, what we are,† It conveys a sense of deception to the readers. I also think that according to the poem some people, that were confident and came as families were let through to cross the border with ease. This is supported because the poem says, â€Å"The careless lovers in pairs go by,† Near the end of the poem, the poet talks about the response and state of mind of these emigrants. The poem tells us that these people are getting more nervous as they are being questioned more and more. This is a build-up in the poem and it demonstrates how the people are increasingly getting more nervous as this interrogation progresses. We know so from the following lines, â€Å"And the thoughtless field is near. We are on the very edge, Endurance almost done, And still the interrogation is going on.† There is a contrast between the different groups of people shown in this poem because the people that are going in â€Å"pairs† tend not to â€Å"hesitate† when they cross the border, whereas these other people do. This is a contrast between the different ways that people handle situations. We can assume, from the evidence that I have given that it is an interrogation that questions the actions of these emigrants and why they are trying to cross the border. These would be regular routine questions. The fact that the poem is written using â€Å"we† shows that there is more than one and perhaps it's a gang or group of people. However, the impression that is given to the readers is that these emigrants are innocent people just looking for a new home, rather than a group of criminals. The poem is written in clear language and has a lasting effect on the readers. It demonstrates how actions can determine where different people will end up in the long run. It gives the readers a chance to think of how and why some of the people were held back and interrogated while others weren't and crossed this road without difficulty. The effect of the courage and fear aspects is significant and seems like it was the main intention of the reader to highlight those features in the poem. They happen to be very effective techniques in catching the reader's attention. However, the poem is not so predictable and changes its style in which the points are pointed out to the reader often.

Text Features in Non-Fiction Informational Texts

Text Features in Non-Fiction Informational Texts Important tools to help students to understand and access information in informational texts are the text features. Text features are both ways in which the authors and editors make the information easier to understand and access, as well as explicit means of supporting the content of the text through illustrations, photographs, charts, and graphs. Using text features is an important element of developmental reading, which teaches students to use these parts to understand and comprehend the content of the text Text features are also part of most states high-stakes  tests. Students in fourth grade and above are usually expected to be able to identify the text features common to most non-fiction and informational texts. At the same time, they help struggling readers find and identify the information they are expected to know in content area classes, such as social studies, history, civics, and science. Text Features as Part of the Text Titles, subtitles, headings, and sub-headings are all part of the actual text, used to make the organization of the information in a text explicit. Most textbook publishers, as well as informational text publishers, use these features to make the content easier to understand. Titles The chapter titles in informational texts usually prepare the student to understand the text. Subtitles Subtitles usually immediately follow the title and organize the information into sections. Titles and subtitles often provide the structure for an outline. Headings Headings usually begin a subsection after a subtitle. There are multiple headings for each section. They usually lay out the major points made by the author in each section. Subheading Subheadings also help us understand the organization of the thoughts contained in the section and the relationships of the parts. Title, subtitle, heading, and subheadings could be used to create guided notes, as they are pivotal parts of the authors organization of the text. Text Features That Support Understanding and Navigating the Text Table of Contents Works of fiction seldom have tables of content, whereas works of nonfiction almost always do. At the beginning of the book, they include the titles of chapters as well as subtitles and page numbers. Glossary Found at the back of the book, the glossary provides definitions of special words within the text. Publishers often place words to be found in the back in boldface. Sometimes the definitions are found adjacent to the text, but always in the glossary. Index Also in the back of the book, the index identifies where topics can be found, in alphabetical order. Features That Support the Content of the Text The internet has given us a rich and easily accessible source of images, but they are still incredibly important in understanding the content of information non-fiction texts. While not actually text it would be foolish to assume that our students understand the relationship between the content and the picture on the same page. Illustrations Illustrations are the product of an illustrator or artist and create an image that helps us better understand the content of the text. Photographs A hundred years ago, photographs were difficult to produce in print. Now, digital media make it easy to create and recreate photographs in print. Now they are common in informational texts. Captions Captions are printed below the illustrations and photographs and explain what we are seeing. Charts and Diagrams Unlike illustrations, Charts and Diagrams are created to represent amount, distance, or other information shared in the text. Often they are in the form of graphs, including bar, line, and plot and whisker graphs, as well as pie charts and maps.

Confrontations in the novel essays

Confrontations in the novel essays Sometimes in life people are forced to conform to a certain situation for lack of a better alternative, and this is the case in One Flew Over the Cuckoos Nest. These such people lack the will to stand up for their scruples, and intern are simply guided through their mundane lives by the powers that be. Until someone comes along offering them leadership and the prospect to become big again. The man who does so is no other than R.P. McMurphy. Scanlon, Harding, Bibbit, and Chief Bromden may have become adjusted to the oppressive system in which they lived, but certainly were much better adjusted to the real world and life in general after their experience with McMurphy. Some people may argue that the people of the mental hospital were better off without McMurphy because their lives were normal and routine. Their daily routine guided them through a series of happenings, which were both comfortable and tolerable to them, even though as a result of this they would remain subject to the manipulative ways of Nurse Ratchet. These people would say that the oppressive society that they lived in may not suit everyone, but certainly suited them. McMurphy, on the other hand, finds this setting to be suitable for no human being, and soon after arriving he sets the tone for change. Well what they got that man strapped down for, says McMurphy, I dont like that, no sir, it just aint dignified. By coming to the hospital he brings a sense of realism and courage to the lives of these patients. They have been longing for leadership and McMurphy wont be intimidated. Im thinkin a takin over this whole shebang, says McMurphy, and he knows in order to do this he must instill courage into the patients of the ward. As we are first introduced to the characters, we as the reader meet Harding, a middle aged man, who wears glasses and ba...

Sports Performance Essay Example | Topics and Well Written Essays - 1500 words

Sports Performance - Essay Example 17-55, 1987). The agents include the players, the coaches, as well as the referees. Ball allocation and play calling are examples of the numerous tasks involved, whereas the contexts can be during play as well as timeout. These factors interact together in different ways, and create several unique combinations, each of which requires a unique decision. This results in a wide array of situations in sports where decisions are required. One important step to learning about decision-making from sports is thus to weed out the main features of sports performance which make it practical and easy to study. Locating these features provides us with an essential step in comprehending the importance of sports as an epitome of decision-making situations. Studying decision-making (Diederich, pp. 157-166, 2003) in laboratory has one making disadvantage: the results may be inaccurate due to the unnatural environment. In sports, however, the player the researchers observe is under real pressure, and is fully responsible for his or her decision, which ultimately leads to their decision resembling the decision-making found in the real world. This advantage of studying decision-making is one that has only recently come into being appreciated for its worth (Bacharach, pp. 17-55, 1987). ... This feature of sports points out the danger of simulating a natural environment, and the importance of a naturalistic observation setting. The dynamics of sports decisions (Gold & Shadlen, pp. 10-16, 2001) are the second reason why they are ideal to study for the sake of decision-making research. The affect of this dynamism is twofold, to be found in both internal and external dynamics. Internal dynamics hold significance as they show that each decision is made over a course of deliberation, rather than spontaneously. Instead of simply making the decisions as they come, the player/decision-maker accumulates relevant information over a course of time and evaluates it at the time of decision-making. External dynamics, on the other hand, show that the situation itself fluctuates from time to time. At one moment, if the information is available (goalie position), it may be out of reach a second later due to obstruction in the view. These and other variables such as available options rev eal the dynamic nature of sports. Research (Gold & Shadlen, pp. 10-16, 2001) finds that decisions are made either ‘online’, or on a reflective basis. This also links the nature of sports to the dynamism earlier mentioned. Online-made decisions are examples of when the decision is made during the task, or under similar shortage of time. A player will make online decisions during the game. This is as opposed to the coach making the game strategy beforehand, using reflective decision-making techniques, which make thorough use of all the relevant information available. Movement control and decision-making (Mayes, pp. 441-461, 2003) go hand in hand when studying sports performance and this can be aided by cognitive modeling. Cognitive