Jacksonian Democracy - 1150 Words

Brooke Speas U.S History I Honors 1/11/12 Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In the light of the following documents and your knowledge of the 1820’s and the 1830’s, to what extent do you agree with the Jacksonians’ view of themselves? Patrons and devotees of Andrew Jackson believed themselves to be the guardians of the Constitution and the common people, as well as taking credit for an increase in universal male suffrage during the 1820’s and 1830’s. However, the issues of slavery, states rights, women’s rights, the removal of the Native Americans and the national bank recharter and veto proposed†¦show more content†¦H). This granted a chance at economic success, not only to the proprietors of the Warren Bridge, but also to the community using the bridges who had to pay the tolls. Furthermore, Jacksonian Democracy’s effects on the economy did not go unnoticed beyond just a court case. When Harriet Martineau visited the United States in 1834, she reported, â€Å"The striking effect upon a stranger of witnessing, for the first time, the absence of poverty†¦cannot be exaggerated in description† (Doc. D). Her observations, however, were rendered unfitting during the ti me of publication, 1837, because at that time the United States had entered a depression. At this time, Jacksonian Democrats had dubbed themselves guardians of the United States Constitution. Andrew Jackson himself did his best when it came to acting like a guardian of the United States Constitution, but for the most part he only upheld it when it benefitted him, his popularity, or was in accordance to his own beliefs. In 1832, President Jackson signed the Tariff of 1832 into law. This tariff was to compromise for the Tariff of 1828, and it gained the support of most northerners and half of the southerners in Congress. South Carolina, however, was not pleased with the reduction and declared, through the Nullification Ordinance, that the Tariffs of 1828 and 1832 be nullified in South Carolina because they were unconstitutional. When the vice president at the time John Calhoun voiced his support forShow MoreRelatedJacksonian Democracy1151 Words   |  5 PagesTopic: Jacksonian Democ rats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820s and 1830s, to what extent do you agree with the Jacksonians view of themselves? Andrew Jackson began a whole new era in American history. Amongst his greatest accomplishments were evoking the common man to be interested in government and tailoringRead MoreThe Age Of Jackson And Jacksonian Democracy1140 Words   |  5 PagesA. The usual labels The Age of Jackson and Jacksonian Democracy analyze Andrew Jackson with the age in which he lived and with the improvement of political democracy. This esteem may amplify his importance, but it also endorses the important truth that Jackson extremely contributed to building the American nation and its politics. Just as contemporaneous artists so regularly characterized him astride his horse overlooking the battlefield, Jackson bestride some of the key streams of nineteenth-centuryRead More Jacksonian Democracy Essay987 Words   |  4 Pages Jacksonian Democracy nbsp;nbsp;nbsp;nbsp;nbsp;Jacksonian (Democracy, Society, etc.) is a term used to describe reform during the time of Andrew Jackson’s Presidency. Specifically Jacksonian Democracy refers to â€Å"the general extension of democracy that characterized U.S. politics from 1824 to 1828.† Jacksonian Democracy and its support came primarily from the lower classes as a rebellion of sorts apposing the aristocracy. Even though it stressed equality, it was pro-slavery and anti-IndianRead MoreJacksonian Democracy Dbq Essay1060 Words   |  5 PagesJacksonian Democrats help create a more democratic America and because of this, believed themselves to be many things, real and fictional. In most cases they perceived themselves as defenders of equal economic opportunity, even though they sometimes put their own interests before those of the people. They also thought of themselves as guardians of political democracy, while at the same time using class differences to their advantage and emotionalized speeches, lacking real intellectual merit, toRead More AP HISTORY-Jacksonian Democracy Essay676 Words   |  3 PagesDBQ: Jacksonian Democracy Jacksonian democracy was created during the antebellum America. The Jackson democrats made an attempt to grant power to the lower classes while decreasing the influence of the rich and potent. The Jacksonian democrats viewed themselves as saviors of the common people and ruled by the means of a powerful executive branch who attempted to destroy aristocracy in America. In reality, they were typically very wealthy, they disregarded the capability of the federal governmentRead MoreJeffersonian And Jacksonian Democracy1574 Words   |  7 PagesJeffersonian and Jacksonian Democracy both have roots dating back to the Era of Good Feelings, when James Monroe created a golden climate of liberalism and national unity. As a result of the War of 1812, Monroe spoke of his policies and beliefs and in 1817, peace, liberty, prosperity, and progress flourished throughout the nation (Garraty 200). The Era of Good Feelings came to an end because of the â€Å"corrupt bargain† in 1824. The transi tion from Jeffersonian to Jacksonian Democracy involved scandalousRead MoreEssay on Jacksonian Democracy1049 Words   |  5 PagesJacksonian Democracy   Ã‚  Ã‚  Ã‚  Ã‚  Andrew Jackson began a whole new era in American history. Amongst his greatest accomplishments were evoking the common man to be interested in government and tailoring democracy to satisfy the same common man’s needs. Of course, Jackson could not go about making such radical changes without supporters, but that never surfaced as a problem. Jacksonian Democrats, as they came to be called, were great in number during the 1820’s and 1830’s. They advocated all of theRead MoreJeffersonian Republicanism vs. Jacksonian Democracy1441 Words   |  6 Pagesand independent farmer, who by no stretch of the imagine had the capabilities to serve in government. The Jacksonian Democracies image of the common man expanded from farmers to include laborers, planters, and mechanics. Jackson saw these people as the true representatives of the Government, and thus its true servers. The image of the common man for each the Jeffersonians and the Jacksonians differed in the fundamental principle of the true chosen class, and its real role in Government. AlthoughRead MoreJacksonian Democracy Essay1936 Words   |  8 PagesJacksonian Democracy The United States of America was founded by its people, for its people in the pursuit of life, liberty and happiness, by attempting to provide freedom and equality. The way of life back when the government set down its foundation was quite different than it is now. Some things were just considered natural law and were left out of law making and the Constitution because they were morally accepted as right and wrong. For instance, I highly doubt that the government wouldRead MoreAndrew Jackson Vs. Jacksonian Democracy1142 Words   |  5 Pagescareer of Andrew Jackson and the concept of â€Å"Jacksonian Democracy.† and other source materials. I will compare and contract Thomas Jefferson and Andrew Jackson. They both being influential political figures in two very different eras. Each formed their own democracy that helped shape the way we think about American government. Consequently, they had their differences, yet they also had their similarities. From many viewpoints between the two democracies will be analyzed in political, economic, social

Recommendations And Action Plan For Television - 1260 Words

Recommendations and Action Plan In terms of addressing the immediate problem, the best option is to show the public that YourHome will be taking full responsibility for the entire situation. First and foremost, YourHome should make an emergency announcement to its employees to deliver the severity of the situation and to give an overview on the series of action steps that will soon to be implemented. Within the first 24 hours, YourHome will train a spokesperson from its communications team to deliver the company’s stance by accepting the interview with the CBC Television (see Exhibit 2). Interviewing with CBC Television will be the best option to reach the right audience since the installment loan was exposed through this particular†¦show more content†¦The team will then provide sincere apologies to the users that the store managers previously responded unprofessionally to (see Exhibit 3). Team will also be responsible to monitor its online conversations in order to dissolve any recurring conflict and update statuses to notify the public on the company’s next steps and actions. After the 24-hour timeframe and with YourHome acquiring more information and action steps on the crisis, a Web page should also be created to put all the information about the crisis in one place. This is an inbound strategy that will allow for its digital team to respond to questions with a link instead of an answer. This strategy will help save manpower and prevent misinterpretation of responses, which is especially frequent on Twitter. The Crisis FAQ should include acknowledgement of the crisis, details about the occurrence, specific actions taken in response, contact information for real people at the company, and more. Finally, once YourHome has a general idea on how the situation will be dealt, a YouTube video should be uploaded with CEO as the spokesperson. Having the CEO as the spokesperson will reinforce YourHome’s serious and apologetic attitude towards the entire situation. Thi s will also be a way to convince its consumers that YourHome is still a reliable retailer for consumers to utilize the â€Å"buy now, pay later† financing options for its products. Depending on how long it takes for the crisis to resolve,

After the dust bowl, the Joad family, like so many Essay Example For Students

After the dust bowl, the Joad family, like so many Essay other families, was devastated. Forced to leave their long-time home, the family left to find a new life. California was the destination of choice. After all, it was known as the land of milk and honey. The victims of the dust bowl pictured California to be a haven where jobs were plenty, houses were big, and fruit was readily available. The dreams, hopes, and expectations the Joads bottled up for California were shattered by the reality of what life was really like there. Dreams of white houses and overabundance of fruit quickly ended after the first night the Joads spent in California. But I like to think how nice its gonna be, maybe, in California. Never cold. An fruit everplace, an people just bein in the nicest places, little white houses in among the orange trees. Mas statement was fueled by the complete lies read on handbills and other propaganda circulating the dust bowl region. Growers in California saw the victims of the dust bowl might be driven from their homes and sought to take advantage of the situation. And, as businessmen, they knew the more workers they had to pick fruit, the more fruit theyd have to sell. Prices could be lowered as well. The number of handbills sent out far outnumbered the number of available jobs, however. Many people in the dust bowl were constructing a view of California that was devastatingly false. Most of the people had to go somewhere, and all they knew was agriculture, so the natural thing was to go to the only place in the country in peak agricultural condition. This was all true in the Joads case. They had no experience with any other kind of lifestyle. Once a farmer, always a farmer seemed to be the familys philosophy. What they actually became was job hunters, starving and hungry people, and homeless vagrants. California was not a dreamland, but the exact opposite-a nightmare. During the long journey to California, the Joads and other migrant travelers encountered many warnings of what this paradise really was from migrants returning home after being destroyed by the true reality of California. One warning came when they stayed on the site of the road while Tom, Al, and Casey were fixing the car. There was a ragged man there that told a gruesome story of his experience in California. He talked of good, yet unfarmed land, of the Hoovervilles, and of the dirty living situation of the migrants. He told of how his own children died because he couldnt get a job to feed them. Sompin it took me a year to find out. Took two kids dead, took my wife dead to show me The Joads were warned again right near the border of California, by the river, where they stopped to camp. The men go down to the river to get cool and encounter a man and his son. They tell of how bad it is in California and how theyre returning home. Of course what the Joads hear doesnt in the slightest encourage them to turn back. They cant. They lives back home have been destroyed in the dust and they only have one chance at a good future. Its not that they dont believe these warnings, they dont want to believe them. The Joads continue on to California, despite the warnings, because there is no other possible future for the family. Upon entering California, the Joads got a glimpse of the unused farmland and their first taste that the rumors they had heard on the road about California were true. They drove down the road and would gaze at all the land that wasnt being used to produce food and crops for the people. They were amazed and though if only they could have just a little piece of land, they would turn their lives around. They encountered Hoovervilles, great camps of migrants, massive amounts of dirty tens, and beat up cars. This would be the migrants only home. .u03c1b8c64a7699d08ed5150e3e3608b8 , .u03c1b8c64a7699d08ed5150e3e3608b8 .postImageUrl , .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text-area { min-height: 80px; position: relative; } .u03c1b8c64a7699d08ed5150e3e3608b8 , .u03c1b8c64a7699d08ed5150e3e3608b8:hover , .u03c1b8c64a7699d08ed5150e3e3608b8:visited , .u03c1b8c64a7699d08ed5150e3e3608b8:active { border:0!important; } .u03c1b8c64a7699d08ed5150e3e3608b8 .clearfix:after { content: ""; display: table; clear: both; } .u03c1b8c64a7699d08ed5150e3e3608b8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03c1b8c64a7699d08ed5150e3e3608b8:active , .u03c1b8c64a7699d08ed5150e3e3608b8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text-area { width: 100%; position: relative ; } .u03c1b8c64a7699d08ed5150e3e3608b8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03c1b8c64a7699d08ed5150e3e3608b8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03c1b8c64a7699d08ed5150e3e3608b8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03c1b8c64a7699d08ed5150e3e3608b8:hover .ctaButton { background-color: #34495E!important; } .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03c1b8c64a7699d08ed5150e3e3608b8 .u03c1b8c64a7699d08ed5150e3e3608b8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03c1b8c64a7699d08ed5150e3e3608b8:after { content: ""; display: block; clear: both; } READ: Athens-Greece Essay They encountered the prejudice toward them from the Californians. They witnessed fellow migrants become accused of false crimes just because they werent liked. They saw the fear in .

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Example

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Introduction: The purpose of this lab was to learn how to use a spectrophotometer to measure the amount of light absorbed by different concentrations of salicylic acid, compare those concentrations to our unknown sample and to use the data collected to compile a graph showing the levels of absorbance of the different concentrations. Methods and materials: In this lab we used a spectrophotometer, a test tube filled with water to be used as a blank, six test tubes with different concentrations of salicylic acid ranging from 0 mg/dL to 5 mg/dL and one test tube with an unknown concentration of salicylic acid. We set the spectrophotometer to a wavelength of 540 nm. We adjusted the transmittance to 0%. Next we placed the test tube with the water into the spectrophotometer and adjusted the transmittance dial to 100%. We removed the test tube containing the water and replaced it with the first concentration of 0 mg/dL. We recorded the absorbance and repeated the test for a total of 5 readings. We did this for each concentration. We then calculated the average of each concentration’s absorbance readings and plotted the averages onto the graph. Once we had gathered the data for our known concentrations we then repeated the procedure for our unknown concentration. We again took the average and plotted that on the absorbance curve to determine the concentration of the unknown. Observations and Data: Calibration Standard| Absorbance Reading 1| Absorbance Reading 2| Absorbance Reading 3| Absorbance Reading 4| Absorbance Reading 5| AverageAbsorbance Reading| 0 mg/dL| 0. 007| 0. 010| 0. 007| 0. 005| 0. 006| 0. 07| 0. 5 mg/dL| 0. 032| 0. 036| 0. 037| 0. 041| 0. 038| 0. 037| 1. 5 mg/dL| 0. 098| 0. 100| 0. 098| 0. 099| 0. 096| 0. 098| 2. 5 mg/dL| 0. 150| 0. 149| 0. 153| 0. 154| 0. 150| 0. 151| 3. 5 mg/dL| 0. 234| 0. 239| 0. 237| 0. 250| 0. 229| 0. 238| 5. 0 mg/dL| 0. 286| 0. 287| 0. 288| 0. 292| 0. 291| 0. 289| Unknown A| 0. 241| 0. 238| 0. 239| 0. 241| 0. 241| 0. 239| Based on the data from the known concentrations I found our unknown to be a concentration of 3. mg/dL. Conclusions: We used a spectrophotometer to determine the conce ntration curve for the known samples then used both the spectrophotometer and the concentration curve to determine the concentration of the unknown sample. This technique can be used by toxicologists to determine the amount of drugs in a person’s blood. This can be helpful if there was an overdose or if the district attorney needed to know the concentration of drugs in someone’s system. We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Federal Regulation of Sewage essays

Federal Regulation of Sewage essays Federal Regulation of Municipal Solid Waste Landfills Municipal solid waste, MSW, is a term used to refer to a wide variety of waste sources. Generally, solid waste refers to all materials or substances discarded or rejected as being spent, useless or in excess to the owners at the time of such discard or rejection. Waste includes but is not limited to: garbage; refuse; industrial and commercial waste; sludge from air or water control facilities; rubbish; ashes; contained gaseous material; incinerator residue; demolition and construction debris; discarded automobiles and offal. The Environmental Protection Agency, or EPA, chooses to define this term slightly differently depending on the context in which it is being used. In the MSW Settlement Proposal, MSW is defined as "solid waste that is generated primarily by households, but that may include some contribution of wastes from commercial, institutional and industrial sources as well." Solid waste is generally anything discarded with several specific exceptions. Most solid waste, when it goes to a landfill, goes to a Municipal Solid Waste Landfill, MSWLF. A municipal solid waste landfill is defined by law as a discrete area of land or an excavation that receives household waste, and that is not a land application unit, surface impoundment, injection well, or waste pile. Household waste includes any solid waste, including garbage, trash, and septic tank waste, derived from houses, apartments, hotels, motels, campgrounds, and picnic grounds. An MSWLF unit also may receive other types of wastes as defined under Subtitle D of the Resource Conservation and Recovery Act, such as commercial solid waste, non-hazardous sludge, small quantity generator waste and industrial solid waste. Also allowed in municipal solid waste landfills are industrial and commercial non-hazardous process wastes, construction and demolition debris, municipal sludge, and agricultural wastes. In addition, these lan...

Philipino Scientist Arturo Alcaraz and Geothermal Energy

Philipino Scientist Arturo Alcaraz and Geothermal Energy Arturo Alcaraz (1916-2001) was a Philippino volcanologist who specialized in geothermal energy development.  Born in Manila, Alcaraz is  best-known  as the Philippines Father of Geothermal Energy Development due to his contributions to studies about Philippine volcanology and the energy derived from volcanic sources.  His main contribution was the study and establishment of geothermal power plants in the Philippines. In the 1980s, the Philippines attained the second-highest geothermal generating capacity in the world, in great part due to Alcarazs contributions. Education The young Alcaraz graduated at the top of his class from Baguio City High School in 1933. But there was no school of mining in the Philippines, so he entered the College of Engineering, University of the Philippines in Manila. A year laterwhen Mapua Institute of Technology, also in Manila, offered a degree in mining engineeringAlcaraz transferred there and received his Bachelor of Science in Mining Engineering from Mapua in 1937. After graduation, he received an offer from the Philippines  Bureau of Mines  as an aide in the geology division,  which he accepted. A year after he began his job at the Bureau of Mines, he won a government scholarship to continue his education and training. He went to Madison Wisconsin, where he attended the University of Wisconsin and earned a Master of Science in Geology in 1941.   Alcaraz and Geothermal Energy The Kahimyang Project notes that Alcaraz  pioneered in generating electricity by means of geothermal steam among areas proximate to volcanoes. The Project noted, With a vast and extensive knowledge on volcanoes in the Philippines, Alcaraz explored the possibility of harnessing geothermal steam to produce energy. He succeeded in 1967 when the countrys first geothermal plant produced much-needed electricity, ushering the era of geothermal-based energy to power up homes and industries. The Commission on Volcanology was officially created by the National Research Council in 1951, and Alcaraz was appointed Chief Volcanologist, a senior technical position he held until 1974. It was in this position that he and his colleagues were able to prove that energy could be generated by geothermal energy.  The Kahimyang Project reported, A steam from a one-inch hole drilled 400 feet to the ground powered a turbo-generator which lighted up a light bulb. It was a milestone in the Philippines quest for energy self-sufficiency. Thus, Alcaraz carved his name in the global field of Geothermal Energy and Mining. Awards Alcaraz  was awarded a Guggenheim Fellowship in 1955 for two semesters of study at the University of California at Berkeley, where he received a Certificate in Volcanology.   In  1979, Alcaraz won the Philippines Ramon Magsaysay Awardee for International Understanding for supplanting national jealousies that led to a confrontation, with increasingly effective cooperation and goodwill among the neighboring peoples of Southeast Asia.  He also received the 1982 Ramon Magsaysay Award for Government Service for his scientific insight and selfless perseverance in guiding Filipinos to understand and use one of their greatest natural resources. Other awards include  Mapua Institute of Technologys Outstanding Alumnus in the Field of Science and Technology in Government Service in 1962; the Presidential Award of Merit for his work in volcanology and his initial work in geothermy 1968; and the Award for Science from the Philippine Association for the Advancement of Science (PHILAAS) in 1971. He received both the Gregorio Y. Zara Memorial Award in Basic Science from PHILAAS and the Geologist of the Year Award from the Professional Regulatory Commission in 1980.

The No Child Left Behind Act of 2001 (NCLB) Essay

The No Child Left Behind Act of 2001 (NCLB) - Essay Example Student achievement in the most fundamental academic skills continued to decline, especially in low-income school districts. Therefore, the ESEA was designed to serve as a funding source for elementary and secondary education in the United States was designed to provide funding for better educational resources, allocate funding for public schools with a need for additional financial support and provide government-sponsored grants that would enhance the quality of state departments of education. Over the decades since the inception of ESEA, it was determined that revision of the ESEA was required to meet the needs of contemporary students in America. This need led to the implementation of the Improving America’s Schools Act of 1994 in the Clinton administration and the No Child Left Behind Act (NCLB) of 2001 which both enhanced the Elementary and Secondary Education Act to make educational reform more relevant for modern academic needs. However, there is still a need for further educational reform that surpasses the relevancy of the NCLB as there are measurable deficiencies related to this Act. This essay explores the issues associated with NCLB which mandate further revisions to this Act in order to fully address the problems in today’s public school districts. The No Child Left Behind Act of 2001, whilst a valuable piece of legislation to ensure higher quality of education, fails to address certain issues in today’s society. This revision to the ESEA does not properly address the goal of promoting bilingualism. In many of today’s public schools, there is a measurable shortage of educators with the proficiency and training to provide bilingual learning for children in elementary and secondary schools. It is estimated that there are nearly 5.1 million students in need of English-as-a-second-language instruction throughout the United States (Cuellar, De la Colina and Battle, 2007). With growth in migrant children now enrolled in public schools