The Indian Removal Act Of 1830 - 940 Words

The American’s desire for expansion of their nation and economic growth has always been their main interest and goal. The Indian Removal in the 1830’s was a great example of America’s efforts to expand through North America and their motivation to economically improve through profitable opportunities. When comparing the Indian Removal and the events that followed the Treaty of Paris, a similarity in the expansion of America is discovered. Labor, politics, and economics of America during the two eras of Market Revolution and Jacksonian America were greatly impacted by Eli Whitney’s invention of the Cotton Gin and South Carolina’s use of nullification in politics. Andrew Jackson advocated the Indian Removal of 1830 to expand the United States but this forced the Indians to relocate further west. For many years the Cherokee had endured and adapted to the numerous changes Americans made in their pursuit to expand their land across North America, such as the Indian Removal Act of 1830 which pushed Indians further west. When Georgians discovered the presence of gold on Cherokee territory in west Georgia, they wanted the removal of the Cherokee to mine the gold. The Georgians failed their first attempt at removing the Cherokee by trying to strip away their constitution and rights. In response, the Cherokee decided to take advantage of America’s federal court by suing them in two cases- Cherokee v. Georgia and Worcester v. Georgia. As a result, the Supreme Court declared that theShow MoreRelatedThe Removal Of The Indian Removal Act Of 18301820 Words   |  8 Pagespolicy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation. Two important tribes have accepted the provision made for their removal at the last session of Congress, and it is believed that their example will induce the remaining tribes also to seek t he same obvious advantages.† (Jackson, 1830) This quote from President Andrew Jackson showed the happiness of the â€Å"white settlers† ofRead MoreIndian Removal Act Of 18301155 Words   |  5 Pages2015 Indian Removal Act of 1830 The Indian Removal Act of 1830 was an act that helped aid the expansion of the United States population into the southernmost states, occupied mainly by Native Americans. The act was a long time coming, especially with President Andrew Jackson, a long-time proponent of Native American removal, at the helm. This paper explores the history leading up to the law, the introduction and passage, as well as the sometimes-tragic implementation of the Indian Removal Act of 1830Read MoreIndian Removal Act Of 1830868 Words   |  4 PagesIndian Removal Act of 1830 The Indian Removal Act was signed into law on May 28th 1930 during the presidency of Andrew Jackson. Perhaps best known as the black eye of the administration and overshadowing his presidency’s accomplishments, the Indian Removal Act was passed into law to allow the president to negotiate with Indians to purchase land they occupied and offer them lands west of the Mississippi. The Indian Removal Act of 1830 could also amount to pure greed and racism, the beginning of theRead MoreThe Indian Removal Act Of 18301083 Words   |  5 Pages The Indian Removal Act of 1830 was a law passed by President Andrew Jackson that provided the funds for the removal of the Indian tribes found in South. These tribes were the Cherokee, Chickasaw, Choctaw, Creek, and Seminole. Slave states, following the lead of Missouri who in the 1820s forced its Indian population to leave, saw the opportunity to expand their industry in the fielding of cotton by â€Å"converting Indian soil into slave soil.à ¢â‚¬  That along with the finding of gold and simply the desireRead MoreThe Indian Removal Act Of 1830892 Words   |  4 Pagesstudents are analyzing is; what are the major effects of the Indian Removal Act of 1830? The students will be given several data sets of events that occurred after the act was initiated and draw conclusions and revise their thesis statement as they go. The big idea of this lesson to have students understand the importance of the Indian Removal Act and it is essentially only the beginning of the journey that Indian tribes had to face after the act was initiated. It led to many heartbreaking events thatRead MoreIndian Removal Act Of 1830923 Words   |  4 PagesIt gives me pleasure to announce to Congress . . . the removal of the Indians beyond the white settlements is approaching to a happy consummation† (Jackson, 1830, para.1). With promises of new lands, protection, and monies, President Andrew Jackson portrays the Indian Removal Act of 1830 as beneficial to Indians, wherein governmental financial gain is incidental. However, when considering land transactions and gold discoveries, the true beneficiaries are revealed. While strengthening the States’Read MoreThe Indian Removal Act of 18301123 Words   |  5 PagesTHE INDIAN REMOVAL ACT OF 1830 Migdalia Tuero HIST101: American History to 1877 Professor Kathleen Davis February 13, 2014 There are several historical events and issues that have impacted the contemporary political development among American history. In the history of America one of these groups are the Native Americans. The white man throughout the South called for a removal of the Indian peoples. They wanted the Native Indians to be resettled to the west because their presence createdRead MoreThe Indian Removal Act Of 18301299 Words   |  6 Pageswere many diverse, and complex views when approaching this subject matter; however, in 1830 President Andrew Jackson passed the Indian Removal Act, which forced Indians to relocate from their homelands in south east to land west of the Mississippi river. This granted the U.S. a large portion of new rich land, unfortunately it was at the expense of the Native Americans. When passing the Indian Removal Act of 1830, President Jackson relied on teleological utilitarianism ethnic views, in that he focusedRead MoreIndian Removal Act Of 1830923 Words   |  4 Pagesbut the Cherokee removal was the cruelest work I ever knew†, remarked a Georgia soldier who had participated in the removal of Indian Natives during the mid-1800’s. As a result of the Indian Removal Act, Indian natives have been perceived as mistreated and cheated throughout history. The Indian Removal Act was passed during the presidency of Andrew Jackson on May 28, 1830. This act granted authorization to the president to exchange unsettled lands west of Mississippi for Indian lands residing inRead MoreThe Indian Removal Act Of 1830865 Words   |  4 PagesWhen the Indian Removal act of 1830 was enacted, the Cherokee Nation panicked. The Cherokee, specifically the romanticized Tsali, did their best to preserve their culture in the mountains of North Carolina, but what really saved them from their harsh fate that so many other Cherokee faced, was there white chief, William Holland Thomas. The Cherokee were â€Å"disagreeable and dangerous neighbors,† but th ey had a powerful ally in Raleigh, who saved the Eastern Band from a much harsher fate. The Eastern

Forms of Industrial Organziation - 1432 Words

Forms of Industrial Organization Economists group industries into four distinct market structures: monopoly, oligopoly, monopolistic competition, and competitive market. These four market models differ in several respects: the number of firms in the industry, whether those firms produce a standardized product or try to differentiate their products from those of other firms, and how easy or how difficult it is for firms to enter the industry (McConnell Brue, 2004). This paper further defines each market structure and provides an example of a company representing each market structure. Monopoly A monopoly exists when a specific individual or an enterprise has sufficient control over a particular product or service to†¦show more content†¦Either entry to or exit from monopolistically competitive industries is quite easy† (McConnell Brue, 2004, p. 413). Nike running shoes are an example of monopolistic competition where Nike states that their Dynamic Ride adapts to every stride for customized support and excellent cushioning of a runner’s foot (Nike, Inc., 2010). Nike is clearly distinguishing its running shoe designs from those of competitors. According to the Campaign for Labor Rights, the cost to manufacture a pair of Nike shoes is about $3.50 while retailing for over $100 (Glenn, 2004). Nike’s competitors such as Adidas, Mizuno, and Saucony also retail many running shoe models for over $100. Nike employs competition-based pricing as their shoes are priced within 10% of competitor’s. Competitive Market A competitive market is essential to preserve constancy and profit in business where there are like businesses. By having a competitive market it permits businesses to modify items and prices dependent on the needs of the consumers, competition and profit and sales of a business. Examples of competitive businesses are the fuel, vehicle, food chains, technology and office supply chains and cable. Walmart is an example of a competitive market because of the huge number ofShow MoreRelatedThe Social Justice Issue Of Globalization839 Words   |  4 Pagesroles of globalization. This has in turn created a more competitive economic climate. Extensive form of globalisation comes from export trade, which results from advantage based on natural resources and low-wage labor. This control and injustice of poverty should not be accepted. As we enter the Digital age, some two billion people still do not have access to electricity, the basic technology of the industrial age. This inequality of electricity, a basic need for some, not even a choice for those inRead MoreManagement History2328 Words   |  10 PagesManagement History Modern managers use many of the practices, principles, and techniques developed from earlier concepts and experiences. The Industrial Revolution brought about the emergence of large-scale business and its need for professional managers. Early military and church organizations provided the leadership models. In 1975, Raymond E. Miles wrote Theories of Management: Implications for Organizational Behavior and Development published by McGraw Hill Text. In it, he popularized a

United Nations Sustainable Development Goals-myassignmenthelp

Question: Discuss about theUnited Nations Sustainable Development Goals. Answer: Introduction: - The United Nations Sustainable Development Goals were set in 2015 during the historic summit and came into force in 2016 by focusing on building on the success of the Millennium Development Goals that had been set before. Somalia being one of the low-income countries as ranked by the World Bank faces historical, cultural and structural factors that inhibit the achievement of the goal for the children in the country. Hussein (2015) suggests that being in transition; the country faces higher challenges of meeting the educational needs of young people in the country even as the world works towards achieving the education for all. To Somalia children, this is a dream that may never be realized any sooner. This essay analyses the state of achieving goal number four in the context of Somalia. Structural Challenges: - Somalia is a country that has not seen peace and tranquility for a very long time. Fighting is the order of the day and school going children are almost getting used to it. One challenge facing the education system in the country is structural factors that inhibit access to the education (Leeson, 2007). Structural factors exist in the stratification of the society through social institutions and patterned relationships and any other network ties that exist with the society. One common factor that affects the education access is poverty which has been fueled by increased wars in the country (Africa The education Trust, 2017). Most families are thus lacking household resources that can be used to take children to school. Some regions in the country offer free education while others do not thus make access to the education difficult. War itself is a structural barrier to the education since armed conflict directly affects schools and the education in general by damaging learning spaces and infrastructure. Further, O'Malley (2007) adds that children and teachers are affected by the war and are always fleeing for safety thus having little time to stay at school and learn. The trauma effects of the war may also affect children psychologically thus making it difficult for them to concentrate and learn like their counterparts in peaceful places. The need for the education environment to be nurturing, caring, safe and conducive to create rapport for educators and students to succeed is a requirement in the education sector. Without proper structural conditions, students have difficulty settling down and coping with the environment. Lack of government support towards the education is also a structural challenge that the country is facing in achieving the dream. Most teachers who work in the country are underpaid by the government thus making them less motivated and seeking supplementary income. Sommers (2002) suggests that such system lacks a payment structure to be used for paying teachers which makes them underpaid and less motivated thus making the brightest people in the country less attracted to the sector. Paulson (2011) reports that this has led to shortage of teachers with large classes having more than fifty pupils while most schools lack subject specialists to train students. Historical Challenges: The war witnessed in the country has taken toll on the education system thus affecting access to the education. Schools have been bombed while some teachers have been killed or are participating in war thus leaving schools with few teachers. Hussein (2015) reports that most teachers in Somalia have no bachelors degree or are not trained at all thus compromising the quality of the education that children receive. According to UNICEF (2018),the country lost the opportunity for formal the education since it has the lowestenrolments with only thirty percent of children in school with girls account for forty percent of the enrolled population. Rural areas are more worse since they have only 18% of children in schools. This challenge creates a broken state of theeducation system that cannot allow the country to meet the development agenda. Curriculum challenges have also been reported as the major barrier to achieving quality the education. The curriculum used in Somalia is outdated and the teaching styles used are authoritarian. The system has not been reviewed for a long time with different languages being used by the school(Paulson, 2011). The system of eduction is not uniform with a big variation in the schooling system and subjects taught in schools. Some schools use the four-four-four system while others use the six-three-three system which creates lack of uniformity in the school system (O'Malley, 2007). Further, there is a mixture of the curriculum used where some schools use the one before the civil war while some use the one imported from Kenya. The education policy framework creates challenges on how the education for all can be achieved. The ministry of the education is on a drive to revive the education at all levels to offer equal access to the education (Somalia Minstry of The education, 2012). However, the number of internally displaced people in the country calls for the need to provide emergency the education which is not sustainable (Leeson, 2007). This also presents the challenge of the type of the education curriculum to be used. Since leaners environments present different challenges, a uniform curriculum becomes challenging for the country. Cultural Challenges: Somalia is an Islamic male-dominated the country where women have no rights. Like many Islamic states, the culture of silence is common where women are not allowed to own property, and other privileges which limit the access of girls to the education (Elmi, 2010). From UNICEF (2018), reports children from nomadic communities in the country that make up sixty five percent of the population are denied the opportunity for the education further, if the same children join school, they do it at later age which is beyond the recommended age of six thus making it difficult for them to progress and finish school. Lindley (2008) suggests that the culturalsystem of this community does not recognise the rights of the girl child thus most girls stay at home with incidences of female genital mutilation which frustrates the education efforts. Other cultural factors manifest themselves in treatment of boys to girls thus creating disparities that make girls lag behind in the education. Lastly, Hussein (2015) study reported that retention rates are low since most students drop out along the way. Parents roles in retention of children is low since most of them are not interested in the education for their children. Accordin to Hussein (2015)This role has been left to the civil society groups who are struggling to meet the needs of the society. Such groups are supporting the educationprogramme through funding and empowerment that allows children from families to have meals in school as a way of retaining them. Critical Analysis:- The education is a process of acquiring knowledge through a continuous learning process. The need for an educated world through providing equal the education for all by 2030 is a global agenda driven by the United Nations and being implemented in many lower-middle and lower income countries (UNICEF, 2018). However, Somalia seems to be on the verge of failing to meet this goal because of historical, structural and cultural challenges that the country has been facing (Williams Cummings, 2015). The state of prolonged war in the country has rendered most school environments unfit for both learners and educators. The turmoil has made the system vulnerable to the extent that there is no uniform curriculum that meets the modern standards. On the other hand, providing the education is a challenge on its own in the country since the country is still struggling with post-war trauma. This means that achieving the intended goal is a tall order for Somalis. As other countries struggle to meet the goal through accelerating existing policies and aligning them with the United Nations requirements, Somalia is still struggling with inherent post-war challenges that have affected the state of the education in the country. Research shows that displacement rates in the country have affected the education by destroying infrastructure, displacing and educators and even students who are supposed to attend classes (African Education Trust, 2017). This implies that Somalia may not achieve the intended goal unless the structural, historical and cultural factors towards the education are addressed. Recommendations: - To improve the education program in the country as a way of aligning the system with the United Nations development agenda, the following recommendations can be used to improve the education system. The first step in achieving the education is to ensure quality of the education program by reviewing the curriculum. For uniformity the ministry of the education is supposed to review and come up with a single curriculum that reflects the current the education standards. Such system is supposed to be competitive globally. Secondly, there is need for the government to invest heavily in putting up proper the education structures to meet the number of students in schools. Currently the learning environment does not reflect global standards that allow students to easily learn. Further, more teachers need to be employed since most educators are not trained teachers but service volunteers. Another recommendation is addressing cultural barriers through capacity building programs that address the importance of the education. Parents and children need to understand the role that the education plays in the society to be able to fully support the system. For example, the girl child is the most vulnerable while pastoralist communities do not value the education at all. Lastly, the education support through availing relevant learning resources is a way empowering more children to stay at school (Hassan Wekesa, 2017). Since most parents fail to meet basic requirements like food and learning tools, then support through the civil society groups or the government can assist in increasing learner retention levels in the country. References Education, S. M. (2012). Somalilands Education Sector Strategic Plan 2012-2016. Hargeisa: Somalia Minstry of Education. Elmi, A. (2010). Understanding the Somalia Conflagration: Identity, political Islam and peacebuilding. New York: Pluto Press. HASSAN, A. H., WEKESa, M. (2017). Factors influencing education. The Strategic Journal of Business Change Management , 3, pp. 127-146. Hussein, A. S. (2015). Educational challenges in post-transitional Somalia. Mogadishu: The Heritage Institute for Policy Stud. Leeson, P. T. (2007). Better off stateless: Somalia before and after government collapse. Journal of Comparative Economics , 35 (4), 689-710. Lindley, A. (2008). Transnational connections and education in the Somali context. Journal of Eastern African Studies , 2 (3), 401-414. O'Malley, B. (2007). Education Under Attack. Paris: UNESCO. Paulson, J. (2011). Conflict, Education and Curriculum Contemplating Past, Present and Future. Conflict and Education , 1 (1), 1-5. Sommers, M. (2002). Children, Education and War: Reaching Education For All (EFA) Objectives in Countries Affected by Conflict. Washington: World Bank. Trust, A. E. (2017). Somalia . Retrieved from Africa Education Trust: https://africaeducationaltrust.org/somalia/ UNICEF. (2018). Education in Somalia. Retrieved from UNICEF Somalia: https://www.unicef.org/somalia/education.html Williams, J. H., Cummings, W. C. (2015). Education from the Bottom Up: UNICEF's Education Programme in Somalia. Journal of International Peacekeeping , 22 (5), 419-434.