...key terms/ people/places/events Andrew Jackson 236- is a former president of the USA who was inaugurated in 1824. He was commonly called “a man of the people” as he advocated reforms to allow more people the right to vote. Anti-masonry 251- this is a movement which emerged in the early 1820s in a bid to resist the Society of Freemasons. Aroostook 255- this is a war between Canadians and Americans which took place at the Aroostook River region in 1838. Bank war 247- this term refers to a war between Andrew Jackson and the Bank of the United States. Jackson wanted to destroy the bank but the bank’s president, Nicholas Biddle was determined to save it. Caroline affair 255- a ship by the name Caroline was ferrying supplies to American rebels across the Niagara River. British authorities however detained the ship and burnt it down. In retaliation, the American authorities arrested a Canadian, Alexander McLeod and charged him with the murder of the American who had died when the ship was burnt down. This is what was referred to as the Caroline Affair. Daniel Webster 242- he was a senator for Massachusetts who challenged Robert Hayne’s call for nullification. Dorr rebellion 237- it was started by Thomas W. Dorr who sought to increase the percentage of voters in Rhode Island. He drafted a constitution which declared him the governor for Rhode Island. This was declared a rebellion by the state government and Dorr and his followers...
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...Because of the ingenious statesmen Henry Clay and Daniel Webster, the party had a solid membership. Finally, by the election of 1840, the Whigs were unified enough to have a single representative for president, William Henry Harrison. He was a symbol of the Democratic West and won by a sweeping majority. Shortly after his inauguration, Harrison died, and Tyler, who had sharp differences from Clay and Webster, became president. 10. Explain some of the social reforms that emerged between 1830 and 1860. (text). A new concept of education requiring a tutored literate electorate. Citizens demanded free, tax-supported schools open to ALL children. In addition to this social reform was the sale and use of alcohol, also known as the temperance movement. The American Temperance Union pressed for prohibition of all alcoholic beverages and banning their production. Other reforms were brought up during that era, such as problems of prisons and aid to the insane. 11. How did Andrew Jackson and the Congresses of the 1830s deal with Native Americans?...
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...Chapter 7: The Rise of Manufacturing and the Age of Jackson (1820–1845) THE GROWTH OF THE FACTORY Economic growth was a key component of Henry Clay’s American System, and in the aftermath of the War of 1812, measures were taken to expand American industry. American industries were protected by the Tariff of 1816, which raised import tariffs by 25 percent. At the same time state governments began improving road, river, and canal transportation systems. Before 1820 almost all products made in America were completed using a system borrowed from Europe called the putting-out system. Under this system merchants would buy the raw materials, recruit dozens, or in some case hundreds, of farm families to do the work, and then sell the finished product. Many shoes in New England were made in this manner; women and children would make part of the shoe, which would be finished by experienced shoemakers. Beginning in the late 1780s the textile industry started to use power-driven machines and interchangeable parts. All power in these early factories came from water, so the early factories all were located along rivers. Most were located in New England or the Middle states. In the 1790s factories like those in Lowell, Massachusetts, began to weave cotton imported from the south. With the introduction of the cotton gin in the same decade, more cotton became available, and production boomed. By 1840 the textile industry employed nearly 75,000 workers, with almost half of...
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...state, what to do with the slavery question in the North and South? There were many issues to discuss: slavery, the slave trade, corrupt politicians and how poorly the states were dealing with them the reality of slavery. (ouleft.org, pg 1, staff; civilwar.org, staff, ) Another question was the issue with the unresolved Texas...
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...States during a crucial period of decision making that not only affected Americans, but particularly the economy involving the Second Bank of the United States. Jackson opposed all banks, believing that they only made the rich more wealthy and corrupted government. Although Jackson’s main concern was to give lower social classes the same opportunities that the wealthy Bank owners denied, as time went on, he clearly made the Bank issue personal resulting in temporary abolishment of the Second Bank of the United States. Along with the bank itself, Jackson more specifically despised the paper currency distribution because it caused Americans to desire wealth without labor and increased the temptation to obtain money at any sacrifice. Jackson’s thorough hatred for paper currency and the monetary system of the United States during the time of his Presidency raises the question as to why he is on the most widely used denomination of paper money in America to this day, the twenty dollar bill. The Treasury and Federal Reserve ironically chose Andrew Jackson’s portrait to appear on the twenty-dollar bill to get revenge long after his death, but also to constantly remind Americans of the great effort Jackson put into destroying the Bank. The Declaration of Independence on July 4, 1776 was a bold step for the struggling colonies of North America. Not only did it defy the greatest military power of the day, but it launched the colonies on a political and economic journey that was without precedent...
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...Andrew Jackson was a lawyer, judge, member of the U.S. House of Representatives, a state senator, and the seventh president of the United States. His face is also on the U.S. 20 dollar bill. What did Andrew Jackson accomplish throughout his presidency? How has he affected the United States? In this paper we will examine his personal and political life to answer these questions. Andrew Jackson was born to Andrew and Elizabeth Hutchinson Jackson on March 15, 1767. His parents had emigrated from Ireland to the United States two years before with their two children, Hugh and Robert. Unfortunately, Jackson never got the chance to meet his father who died a few weeks before he was born. He grew up in poverty and had little formal schooling. Andrew Jackson was only an early teenager during the Revolutionary War. His oldest brother, Hugh, died during battle. His other brother, Robert, died while they were held as prisoners by the British. It is believed that during his time of capture, Jackson refused to clean a British officer’s boots, which resulted in the scar on his face and a lifelong grudge against the British. His mother Elizabeth volunteered as a nurse where she contracted and died from cholera which is an infection in the intestines. At age 14, Jackson was now an orphan. During his late teens Jackson...
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...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
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...DBQ: Nationalism & Sectionalism By John A. Braithwaite DIRECTIONS: The following DBQ is based upon the accompanying documents and your knowledge of the time period involved. This question tests your ability to work with historical documents. Your answer should be derived mainly from the documents, however, you may refer to historical facts, materials, and developments NOT mentioned in the documents. You should assess the reliability of the documents as historical sources where relevant to your answer. Check your school and community libraries for materials and also, surf the internet to help you find relevant outside information. QUESTION FOR ANALYSIS: In the period from 1815 to 1858, two giant forces—nationalism and sectionalism--ostensibly in opposition to each other—prevailed simultaneously in the first half of 19th century America. Describe these two forces and discuss the geographic, political, constitutional, economic, and diplomatic contrasts of both forces. PROMPT: Formulate a thesis statement Use documents as well as your own outside knowledge of the period. Deal evenly with all aspects of the questions Be sure to cover the time period given • Assess the validity of the documents • Draw effective and specific conclusions whenever possible TEXTBOOK RECOMMENDATIONS Gillon & Matson The American Experiment Boydston & McGerr Making A Nation Murrin, et.al Liberty, Equality, Power Norton...
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...sources. Its website, initiated in 2006 in Iceland by the organization Sunshine Press, claimed a database of more than 1.2 million documents within a year of its launch. Julian Assange, an Australian Internet activist, is generally described as its founder, editor-in-chief, and director. Kristinn Hrafnsson, Joseph Farrell, and Sarah Harrison are the only other publicly known and acknowledged associates of Julian Assange. Hrafnsson is also a member of Sunshine Press Productions along with Assange, Ingi Ragnar Ingason, and Gavin MacFadyen.[3][4] The group has released a number of significant documents which have become front-page news items. Early releases included documentation of equipment expenditures and holdings in the Afghanistan war and corruption in Kenya. In April 2010, WikiLeaks published gunsight footage from the 12 July 2007 Baghdad airstrike in which Iraqi journalists were among those killed by an AH-64 Apache helicopter, known as the...
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...Contemporary Developments in Business and Management Kenneth Fee The University of Sunderland © 2013 The University of Sunderland First published September 2013 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without permission of the copyright owner. While every effort has been made to ensure that references to websites are correct at time of going to press, the world wide web is a constantly changing environment and the University of Sunderland cannot accept any responsibility for any changes to addresses. The University of Sunderland acknowledges product, service and company names referred to in this publication, many of which are trade names, service marks, trademarks or registered trademarks. All materials internally quality assessed by the University of Sunderland and reviewed by academics external to the University. Instructional design and publishing project management by Wordhouse Ltd, Reading, UK. Contents Introduction vii Unit 1 The contemporary world of business and management Introduction 1.1 1.2 The global business environment The importance of developments in the global environment Case Study 1.3 Organisational decision making and performance vii 1 3 10 14 17 19 19 20 Self-assessment questions Feedback on self-assessment questions Summary Unit 2 Globalisation Introduction 2...
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...Law of Contract What is a legal agreement Contract is an agreement which the law will enforce. What is the difference between an agreement and a legally binding agreement? To understand this problem we should consider two scenarios. The first is if we ask a friend or colleague to have lunch with us and they agree. There is an offer and an acceptance. If we were to be asked if we are suing the friend or colleague for breach of contract our answer would be an emphatic no. (Why would we give an emphatic no? What is the common sense reason for this?) Before going further into this scenario lets look at a different one. We make a booking at a hotel. We fail to turn up. The hotel having reserved a room for us has been unable to sell the room to anyone else. If the hotel were to sue us we would accept the fact because there is an intention to create legal relations.Why? Because it is a business relationship. In the same way if the hotel had sold our room we would consider legal action of our own. A legally binding contract needs offer, acceptance, intent to create legal relations and consideration. It is the presence of intent to create legal relations and of consideration that converts a social agreement into a legal agreement. Offer Characteristics of an offer Must be certain : Gunthing v Lynn 1831 Must be differentiated from an enquiry : Harvey v Facey 1893 Must be differentiated from an intent to trade: Pharmaceutical Society of Great Britain v Boots 1953 May be...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...Critical Theories of Globalization Chamsy el-Ojeili and Patrick Hayden Critical Theories of Globalization Also by Chamsy el-Ojeili CONFRONTING GLOBALIZATION: Humanity, Justice and the Renewal of Politics FROM LEFT COMMUNISM TO POSTMODERNISM: Reconsidering Emancipatory Discourse Also by Patrick Hayden AMERICA’S WAR ON TERROR CONFRONTING GLOBALIZATION: Humanity, Justice and the Renewal of Politics COSMOPOLITAN GLOBAL POLITICS JOHN RAWLS: Towards a Just World Order THE PHILOSOPHY OF HUMAN RIGHTS Critical Theories of Globalization Chamsy el-Ojeili Department of Sociology, Victoria University of Wellington, New Zealand Patrick Hayden School of International Relations, University of St Andrews, UK © Patrick Hayden and Chamsy el-Ojeili 2006 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from the epoch preceding, and how each aided in the development of a national literature. (3) A readable biography of every important writer, showing how he lived and worked, how he met success or failure, how he influenced his age, and how his age influenced him. (4) A study and analysis of every author's best works, and of many of the books required for college-entrance examinations. (5)...
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