Social work dessertation Essay Example | Topics and Well Written Essays - 1000 words

Social work dessertation - Essay Example In relation to the use of alcohol, the evidence suggests that tendencies are heightened towards behaviour leading to violence when people are under the influence of alcohol. Alcohol related behaviour can be associated with violence and can be exhibited other behaviours in a number of ways or forms (Parker & Auerhahn, 1998). Even if violence only occurs under intoxication, individuals actively caught in the substance abuse cycle exhibit several other common behaviours. These include spending needed money on the substance of their choice, spending time away from family and neglecting to care for those who are dependent or have a common share in the family welfare. For many alcoholics, the deeds they have done in neglecting their families and supporting their habits may have proven too much to bear, driving them to further drink as a means of forgetting about them yet exacerbating the problem further by sinking more valued and required resources into the drink rather than the home (Good man, 2007). To shed some light into the scale of the problem, The Advisory Council on the Misuse of Drugs (ACMD), which was established under the Misuse of Drugs Act 1971, produced a three year inquiry report in 2003, which estimates for England and Wales to be around 200,000 to 300,000 children with one parent or both parents to have a harmful and problematic drug use. The report estimates these figures represent 2 to 3 per cent of children under the age of 16. A further report by the ACMD in (2007:5) recognises ‘that the impact of parental alcohol misuse on children has significant parallels with that of problem drug use†¦points to an increased sense of urgency for the impact of parental alcohol use on children and young people to be recognised and acted upon at UK Government policy level’. The report also recognises that parents

Beauty Pageants and Our Children Essay Example for Free

Beauty Pageants and Our Children Essay Alost 3 million children, most of them girls, from the ages of 6 months and 17 years compete in beauty pageants annually in America. Competition can be local and national and they compete in categories such as swimwear, talent, costume of your choice, and eveningwear. This is an industry where mothers give her daughter energy drinks for a boost before pageants, 3-year-olds don fake fingernails, and parents regularly spend five thousand dollars on a childs pageant outfit (O’Neill 1). Beauty pageants have negative consequences on America’s youth contestants through the pressure to be â€Å"perfect,† media influences, and child sexualization, which results in exhaustion, eating disorders, and body image issues in their future. In recent years, the child beauty pageant industry has exponentially grown in size and popularity. This growth is mainly due to television shows, such as Toddlers Tiaras and Here Comes Honey Boo Boo that may be entertaining but exploit little girls in the process. These reality shows expose the behind-the-scenes horrors of beauty pageants that most people were oblivious too before. These shows have also revealed the use of energy supplements to improve the contestants performance, age-inappropriate costumes, intense and painful beauty regimens. Alana Thompson, featured on TLC’s Toddlers Tiaras, is a seven-year-old beauty queen, nicknamed Honey Boo Boo, whose mother frequently gives her the infamous â€Å"Go-Go Juice†, a mix of Red Bull and Mountain Dew, before pageants. It is common knowledge that energy drinks are bad for one’s health, but every nutritionist in the world would agree that Red Bull for a seven-year-old is tremendously dangerous. Alana now has her own reality television show Here Comes Honey Boo Boo. Parents are not only harming their children’s health but also their moral. On one Toddlers Tiaras episode, Paisley, merely 3-years-old, sported a costume based on the prostitute in Pretty Woman. In a 2011 episode, Madiysyn Mady Verst‘s mother filled out the then-4-year-olds chest with fake breasts and an impossibly round behind for a Dolly Parton routine. Experts in child development argue the difference between playing dress-up and making a profession out of it. Little girls are supposed to play with dolls, not be dolls, says Mark Sichel, a New York-based licensed clinical social worker, who calls the extreme grooming common at pageants a form of child abuse. Playing dress-up is normal and healthy, but when its demanded, it leaves the child not knowing what they want, he says. Accentuating their appearance with such accoutrements as fake hair, teeth, spray tans and breast padding causes the children tremendous confusion, wondering why they are not okay without those th ings (Triggs 1). All of this confusion and body image problems is instilled in child beauty pageant contestants at a very young age. Ultimately, this leads to eating disorders, psychological issues, and relationship problems in the contestants’ later years. A study conducted at the University of Minnesota by Anna Wonderlich, Diann Ackard, and Judith Henderson showed the correlation between childhood beauty pageants and adult disordered eating, body dissatisfaction, depression, and self-esteem (Wonderlich 1). The results of this scientific experiment proved that for all the tests that assessed characteristics of anorexia and bulimia nervosa scores for those who had participated in beauty pageants were higher than scores for those who had not participated (Wonderlich 5). These results indicate a significant association between childhood beauty pageant participation and increased body dissatisfaction, difficulty trusting interpersonal relationships, and greater impulsive behaviors, and indicate a trend toward increased feelings of ineffectiveness (Wonderlich 6). Another example of the destructive effects of childhood beauty pageant is Brooke Breedwell, now nineteen, who was a child pageant contestant and a star of the television documentary, â€Å"Painted Babies.† â€Å"As a girl, [Breedwell] suffered from stress and anxiety while striving for an unrealistic standard of perfection. [In various interviews], she explains that her mothers ambition, coupled with her own obsessive drive to win, resulted in severe social and psychological consequences† (Ahrens 86). Another negative consequence of childhood beauty pageants is the disturbing sexualization of young girls that steals away their treasured innocence–as if eating disorders and body image problems were not enough. Former child beauty queen Nicole Hunter confirms this theory by explaining that â€Å"dressing and acting like a woman at a young age compelled her to prematurely confront her sexuality, which in turn lowered her self-esteem† (Liberman 741). The child pageant circuit concentrates on the ideals of perfection and beauty, with an accompanying focus on sexuality. Innocent girls dressed in skimpy costumes parade and dance, remove pieces of their outfits and wink at judges. Basically, young beauty queens are taught to flirt and manipulate their early sexuality in order to win. Though frequently condemned for such eccentric and damaging practices, the child pageant industry has been gaining success and extensive popularity (Liberman 745). Additionally, reporter Richard Goldstein investigated the JonBenet Ramsey, a child beauty queen, murder case and brought to the surface both our horror at how effectively a child can be constructed as a sexual being and our guilt at the please we take in such a sight (Giroux 50). Her dynamic role in pageants was vastly examined by media after the murder. After JonBenet’s highly publicized murder, the problems of child beauty pageants, especially the degradation of young girls, are first brought to society’s attention. Although many pageant parents argue that the press unfairly focused on the connection of beauty pageants to Jon Benet’s murder, these defenders rarely address the concerns of robbing a child of her virtue by depicting young girls as â€Å"sexualized nymphets.† They have little to say about what adolescents actually gain in pageants. Those in favor of the pageants overlook how a child might see herself and her ability to form relationships with society when her feelings of self-worth is defined solely through a belief that beauty is one-dimensional and patronizing (Giroux 54-55). No five-year-old child enjoys getting her hair ripped out and teased, spending hours each day practicing exhausting dance routines, or devoting every weekend traveling to pageants rather than playing with friends. It is the beauty pageant contestant’s mother who forces them to endure these strenuous and sometimes painful rituals in order to achieve their own satisfaction. When feminist writer-performer, StaceyAnn Chin first saw Toddlers Tiaras she was â€Å"flabbergasted by the parents who were so invested in these contests they got angry if their girls showed any signs of flagging.† In regards to the infamous pageant moms, Chin states that, † the pageant reminded me a little of dog showstiny, powerless competitors trained to do as they are told, with trainers who exploit their charges to gain fame and fortune and live out some archaic dream they once had for themselves† (Chin 1). The vast majority of pageant moms deny the harmful effects beauty pageants have own their child. Pageant mothers often â€Å"neutralize† their deviant behavior of enrolling their daughter in pageants by claiming pageants help their daughter rather than hurt. Also, mothers deny their own responsibility as the accountable parent by claiming that her daughter chooses to participate in beauty pageants (Pannell 68). Every single pageant mom asked in a study about childhood beauty pageants talked about competitors winning prize money, crowns, trophies and gifts in child beauty pageants (Mosel-Talavera 81). Some mothers deceptively sign their children up for pageants to exploit their daughters financially. One pageant mother says that there is a very infamous pageant child that always wins a large sum of money, ‘There is one little girl down South – she’s the daughter of one of the biggest known photographers. In six weeks’ time she went from pageant to pageant and won like $40,000.’ In the summer of 2005, there was another child, whose mother also owns a pageant business, who won three cars at pageants (Levey 204-205). These examples clearly reveal the evils of parents exploiting their children in pageants for their own selfish rewards. In childhood beauty pageants, the pressure from parents, influence from the media, and the desire to win all lead to disastrous consequences for the participants, which will stay with them for the rest of their life. Eating disorders, body image issues, and an early loss of innocence are just a few of the consequences these precious girls will have to deal with in their lifetime. No child should have to struggle with these problems at such a young age. Although little girls dressed up in frilly dresses and tiaras may be cute, there is a fine line between a fun beauty pageant and ruining a young girls life.

Causes Of The Indian Removal Act Architecture Essay

Causes Of The Indian Removal Act Architecture Essay The Indian Removal Act of 1830 was unfolded was during a time of contradictions. While it was a period of expanding democratic institutions, it also pointed to obvious limitations of that democracy. States largely abolished property restrictions on voting and as the Western frontier was being expanded, it meant more opportunities of settlement for whites. However, the Western land of promise spelled disaster for the Native peoples who lived with the whites. No one better understood the contradictions of this age of democracy than the Cherokees, who adopted many of the white institutions only to suffer from the tyranny of the majority and were forced to the West against their will. In this study, I will answer the question: What were the causes of the Indian Removal Act of 1830 and what were its effects upon the Cherokee nation? Before the act, the American government sought to civilize and integrate the Native Americans into their culture, and the Cherokees were an example of the successes of assimilation. I will explore why there was such a significant shift in American policies toward the Native Americans from assimilation to removal. I will also discuss the long term effects of the Indian Removal Act that negatively altered the internal organization of the tribes and created factions within the Cherokee nation. I relied on both primary and secondary sources to understand both Americans and the Cherokees perspectives on the act. In my research, I discovered the grievances harbored by the Cherokee nation when the American policies were changed and implemented. The Indian Removal Act is, without a question, a Cherokee tragedy, but it is also an American tragedy. The Cherokees had believed in the promise of democracy by the United States, and their disappointment is a legacy that all Americans share. Introduction: The Cherokees were only one of the many Native Americans forcibly removed in the first half of the nineteenth century, but their experiences have a particular significance and poignancy. The Cherokees, more than any other native people in their time, tried to adopt the Anglo-American culture. In a remarkably short time, they transformed their society and modified their traditional culture to conform to United States policies, to fulfill the expectations of white politicians, and most importantly, to preserve their tribal integrity. This civilization policy required a total reorganization of the spiritual and social world of the Cherokees. They established schools, developed written laws, and abolished clan revenge. Cherokee women became involved in spinning and weaving while the men raised livestock and planted crops. Some Cherokee even built columned plantation houses and bought slaves. John C. Calhoun, secretary of war, writes to Henry Clay, Speaker of the House of Representatives on January 15, 1820, The Cherokees exhibit a more favorable appearance that any other tribe of Indians. They are already established two flourishing schools among them.' (Ehle 154). By adopting the white culture, the Cherokees hope to gain white respect. Acculturation was also a defensive mechanism to prevent further loss of land and extinction of native culture. Even more adamant Cherokees firmly believed that civilization was preferable to their traditional way of life. The progress of the Cherokees astounded many whites who trave led through their county in the early nineteenth century. Adding to these achievements, a Cherokee named Sequoyah invented a syllabary in 1820 that enabled the Cherokees to read and write in their own language. They also increased the number of written laws and established a bicameral legislature. By 1827, the Cherokees had also established a supreme court and a constitution very similar to those of the United States. Their educated men even attended the American Boards seminary in Cornwall, Connecticut, and could read Latin and Greek as well as understand the white mans philosophy, history, theology, and politics (Anderson 7). The Cherokees exceeded the goals proposed for the Indians by various United States presidents from George Washington and Andrew Jackson. In the words of a Cherokee scholar, the Cherokees were the mirror of the American Republic. On the eve of Cherokee removal to the west, many white Americans considered them to be the most civilized of all natives peoples (Anderson 24). What then caused the Cherokees to be removed? Why were they forced to abandon homes, schools, and churches? From demographic shifts to the rise in political factions, the ensuing conflicts that arising from the Indian Removal Act of 1830 still affect the surviving Cherokee nation today. Causes of the Indian Removal Act: It is important to recognize that the decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830s was more a reformulation of the national policy that had been in effect since the 1790s than a change in that policy. In the early years of the Republic, seizure of Indian land was a way of civilizing Native Americans. First articulated by George Washingtons Secretary of War, Henry Knox, on July 2, 1791 in the Treaty of Holston, the policy of seizing native lands was that the Cherokee Nation may be led to a greater degree of civilization, and to become herdsmen and cultivators, instead of remaining in a state of hunters. The United States will from time to time furnish gratuitous the said nation with useful implements of husbandry. On the surface, the original goal of the civilization policy seemed philanthropic. Making civilized men out of savages would benefit the Native Americans and the new nation as well as ensure the progress of the human race (Bernard Sheehan, Seeds of Extinction: Jeffersonian Philanthropy and the American Indian, 119). However, the policy represented attempts to wrest the Cherokee lands. Knox and his successors reasoned that if Indians gave up hunting, their hunting grounds will become surplus land that they would willingly exchange for funds to support education, agriculture and other civilized pursuits (Perdue 25). For this reason, coercing the Indians to cede their hunting grounds would actually accelerate acculturation because they would no longer occupy the forest when they had fields to till. Thomas Jefferson, who became president in 1801, shared Knoxs beliefs. Jeffersons negotiating tactics were far more aggressive than anything Knox envisioned as Jefferson ordered his agents to intensify the pressure on tribes to sell more and larger tracts of land. Soon, he let it be known that treats, intimidation, and bribery were acceptable tactics to get the job done (Anderson 35). Jefferson, with his aggression, merely uncovered that these civilization policies were not for the benefit of the Native Americans. Rather, the assimilation policy was a disguised policy of removal of the Native Americans by the American government. It is therefore important to identify that the cause of the Indian Removal Act did not originate in the 1830s, but rather culminated in the early nineteenth century. However, more immediate reasons did cause Congress to pass the Indian Removal Act of 1830 during Jacksons presidency. The factors contributing to the fate of the Cherokees were the discovery of gold on Cherokee land, the issue of states rights, and the emergence of scientific racism. American speculators coveted the nearly five million acres the Cherokee Nation refused to sell. Whites desired land for settlement purposes as property was an obvious measure of wealth in the South. The southerners also desired more agricultural land as the invention of the cotton gin made cotton a lucrative business. In addition, intrusion into Cherokee lands became more urgent with the discovery of gold on its land in 1829. Also, the Americans began to embrace a belief in white superiority and the static nature of the red man in the period after the 1820s. Many Americans concluded, Once an Indian, always an Indian (Anderson 35). Culture, they believed, was innate, not learned. However civilized an Indian may appear, he retained a savage nature. When the civilization program failed to transform the Indians overnight, many Americans supported that the savages should not be permitted to remain in midst of a civilized society. Though earlier in his letter to Clay, Calhoun had praised the progress of the Cherokees, he concludes the letter writing, Although partial advances may have been made under the present system to civilize the Indians, I am of an opinion that, until there is a radical change in the system, any efforts which may be made must fall short of complete success. They must be brought under our authority and laws, or they will insensibly waste away in vice and misery.' The condescending tone tha t Calhoun takes to describe the Cherokees reveals the racist attitude of the early nineteenth century and sheds light onto one of the reasons why Americans urged Congress to remove Indians from their homelands. In this racist atmosphere of Georgia, another vital cause of removal was states rights. Although the Cherokees saw their constitution as a crowning achievement, whites, especially Georgians, viewed it as a challenge to states rights because the Cherokee territory was within the boundaries of four states. The 1827 Cherokee Constitution claimed sovereignty over tribal lands, establishing a state within a state. Georgians claimed that such a legal maneuver violated the United States constitution and that the federal government was doing nothing to remedy the situation. Sympathetic the Georgians cries was Andrew Jackson, who became president 1829. As a follower of the Republican doctrine of state sovereignty, he firmly supported a national policy of Indian removal and defended his stand by asserting that removal was the only course of action that could save the Native Americans from extinction. Jacksons attitude toward Native Americans was patronizing, describing them as children in need of guidance and believed the removal policy was beneficial to them. To congressional leaders, he assured them that his policies would enable the federal government to place the Indians in a region where they would be free of white encroachment and jurisdictional disputes between the states and federal government. He sought congressional approval of his removal policy and stated to Captain James Gadsden in October 12, 1829 that the policy would be generous to the Indians and at the same time would allow the United States to exercise a parental control over their inte rests and possibly perpetuate their race. Though not all Americans were convinced by Jacksons and his assurances that his motives and methods were philanthropic, Congress passed the Indian Removal Act in 1830 that allowed: 1) the federal government the power to relocate any Native Americans in the east to territory that was west of the Mississippi River; 2) the president to set up districts within the Indian Territory for the reception of tribes agreeing to land exchanges, and 3) the payment of indemnities to the Indians for assistance in accomplishing their resettlement, protection in their new settlements, and a continuance of the superintendence and care. Effects of the Indian Removal Act: The Removal Act of 1830 left many things unspecified, including how the removal of the eastern Indian nations would be arranged. During Jacksons administration, one of the most important Cherokee groups that decided to leave was led by the powerful Ridge family. At the beginning of the struggle against removal, the Ridge family firmly supported Chief John Ross, one of the elected leaders of the tribe. Ross and his people also believed that the Cherokees years of peace, achievements, and contributions gave them the right to remain on land that was legally theirs. However, the Ridges soon decided that the struggle to keep the Cherokee lands in the East was a lost cause. Major Ridge had been one of the first to recognize that Indians had no hope against whites in war. Two factions then developed within the tribe the majority, who supported Chief Ross in his struggle to keep their homeland in the East, and the Treaty Group, who thought the only solution was to emigrate to the West. Rather than lose all they had to the states in the East, the Ridge party, without the consent of Ross, signed the Treaty of New Echota in December 1835. They treaty conveyed to the United States all lands owned, claimed, or possessed by the Cherokee Nation east of the Mississippi River. Major Ridge explained his decision to give up the Cherokee homeland saying, We cannot stay here in safety and comfortWe can never forget these homesI would willingly die to preserve them, but any forcible effort to keep them will cost us our lands, our lives and the lives of our children' (Gilbert 21). By Cherokee law, the tribe owned all land in common, no individual or minority group had a right to dispose of it. Army officer Major William Davis who was hired to enroll the Cherokees for removal, wrote the secretary of war that nine-tenths of the Cherokees would reject the Treat of New Echota: That paper called a treat is no treaty at all (Gilbert 23). However, on May 17, 1836, the Senate ratified the Treaty of New Echota by one vote, and on May 23, President Jackson signed the treaty into law. The deadline for removal of all the Cherokees from the East was set for May 23, 1838. The Treaty of New Echota was not an honest or fair agreement between the United States and the Cherokee nation. Even Georgia governor William Schley, admitted that it was not made with the sanction of their leaders (Ehle 244). However, in January 1837, about six hundred wealthy members of the Treaty Party emigrated west, a full year before the forcible deportation of the rest of the Cherokees. Cherokee removal did not take place as a single expulsion but instead spanned many years. In the late summer of 1838, a detachment of Cherokees began to exit the stockade where they had been held for many months awaiting the long journey to their new home west of the Mississippi. Some Cherokees had voluntarily moved west, though most remained in their homelands, still not believing they would be forced to leave. In 1838, the Cherokees were disarmed, and General Winfield Scott was sent to oversee their removals. John G. Burnett, a soldier who participated in the removal described the event saying, Women were dragged from their homes by soldiers. Children were often separated from their parents and driven into the stockades with the sky for a blanket and the earth for a pillow. And often the old and inform were prodded with bayonets to hasten them to the stockades (Ehle 393). Those forced from their homeland departed with heavy hearts. Cherokee George Hicks lamented, We are now about to take our final leave and kind farewell to our native land, the country that the Great Spirit gave our FathersIt is with sorrow that we are forced by the white man to quit the scenes of our childhood (Anderson 37). For Cherokees, the Georgian land had meaning far deeper than its commercial value. Their culture and creation tied them to this place, and now they were being compelled to surrender their homes and march west. Above all, Cherokees lost faith in the United States. In one Kentucky town, a local resident asked an elderly Indian man if he remembered him from his service the United States Army in the Creek War. The old man replied, Ah! My life and the lives of my people were then at stake for you and your country. I then thought Jackson my best friend. But ah! Jackson no serve me right. Your country no do me justice now! (New York Observer, January 26, 1839, quoted in Foreman 305-307.) Exposure and fatigue during the deportation weakened immune systems, making the Cherokees susceptible to diseases such as measles, whooping cough, dysentery, and respiratory infections. The number of Cherokees who perished on the Trail of Tears, the name given to the 826 mile route taken took them west, is hard to determine. The most commonly cited figure for deaths is 4,000, approximately one quarter of the Cherokees, and is an estimate made by Dr. Elizur Butler, a missionary who accompanied the Cherokees (Anderson 85). By his own count, John Ross supervised the removal of 13,149, and his detachment reported 424 deaths and 69 births along with 182 desertions. A United States official in Indian Territory counted 11,504 arrivals, a discrepancy of 1,645 when compared to the total of those who departed the East. Sociologist Russell Thorton has speculated that removal cost the Cherokees 10,000 individuals between 1835 and 1840, including the children that victims would have produced have they survived (Anderson 93). Therefore, the overall demographic effect was far greater than the actual number of casualties. When the Ross detachments arrived in the spring of 1839 to the Indian Territory, melding with the Treaty Party who left before the forcible removal was a daunting task. Removal had shattered the matrix of Cherokee society, ripping them from their ancestral sources and shaking their infant institutions of government. Civil war burst forth as the political chasm brought on by the Treaty of New Echota divided the Cherokee Nation. For more than a decade, the Cherokee fought this bloody civil war, and a distorted version of the old clan revenge system reemerged. In June 1839, between six and seven thousand Cherokees assembled at Takatoka Camp Ground to resolve the looming political crisis. Chief John Ross insisted on the continuation of the eastern Cherokee government for several reasons. The Cherokee Nation had a written constitution and an elaborate law code and government, and they did constitute a substantial majority. However, the United States saw the Treaty Party as true patriots, Ross as a villain, and the recent emigrants as savages, thwarting all efforts to reconcile the divided factions in the Cherokee nation. When the meeting ended with a compromise to be voted on a later date, 150 National Party men met secretly and decided that the Cherokees who had signed the Treaty of New Echota were traitors who had violated the Cherokee law prohibiting the unauthorized sale of land. Early on the morning of June 22, one group dragged John Ridge from his bed and stabbed him to death. Another party shot Major Ridge as he traveled along a road in Arkansas, killing him instantly. About the same time, a third group came to Elias Boudinots house and split his head with a tomahawk. Reacting to these acts of violence, the Treaty Party remained opposed to any government dominated by the National Party. They held their own councils and sent delegates to Washington to seek federal protection and the arrest of the persons responsible for the killings. Most of the Treaty Party continued to resist the act of union and bitterly opposed any concession to the National Party, widening the growing political chasm. However, as long as the National Party refused to ratify the Treaty of New Echota, the nationalist Cherokees were refused payment of its annuities and funds by the federal government. The relative prosperity of the Treaty Party members ignited the dormant resentments of the impoverished Cherokees who had suffered the agony of the Trail of Tears (McLoughlin 17). In order to affirm the sovereignty of the Cherokee Nation and to alleviate the suffering of his people, Ross pressed for a renegotiation of the fraudulent Treaty of New Echota. While Ross was in Washington in the summer of 1842, violence in the Cherokee Nation escalated as members of the Treaty Party began killing individuals who they believed had been responsible for the death of their leaders. Gangs began to attack and kill other Cherokee citizens, most of whom were identified with the National Party, but became impossible to distinguish between political violence and common crime. The Starr gang, for example, coalesced arou nd James Starr, a signer of the Treaty of New Echota. Under the guise of political resistance, Starrs sons and others terrorized the Cherokee nation. In 1843, they murdered a white visitor to the Cherokee Nation and also burned down the home of John Ross daughter. The violence gave the federal government an excuse to keep troops at Fort Gibson, decry the inefficacy of the Nations government and meddle further in Cherokee affairs. The Treaty Party renewed their hope of undermining Ross authority since federal officials tended to blame Ross for the carnage (Perdue 156). The letters during the time of this Cherokee civil warfare reflected the fear and anguish felt by the people. In November 1845, Jane Ross Meigs wrote to her father, Chief John Ross, The country is in such a state just now that there seems little encouragement for people to build good houses or make anything. I am so nervous I can scarce write at all. I hope it will not be long youll be at home but I hope that the country will be settled by that time too (Rozema 198). Less than a year later, Sarah Watie of the Treaty Party wrote her husband, I am so tired of living this way. I dont believe I could live one year longer if I knew that we could not get settled, it has wore my spirits out just the thoughts of not having a good homeI am perfectly sick of the world (Perdue 141). An uneasy peace came to the Cherokee Nation after the United States government forced the tribal factions to sign a treaty of agreement in Washington in 1846. The Cherokees, under Ross leadership was to be sovereign in their new land. It also brought the per capita payments so desperately needed for economic recovery of the Cherokee Nation. However, with this treaty, the Cherokees were caught in a series of contradictions. Cherokee leaders wanted to convince the white population that they were capable of managing their own affairs if left to their own self-government. But economically, they were tied to the financial aid of the federal government, growing ever more dependent on American funds. Furthermore, in midst of this peace, the Cherokees could not cast aside old fears that continued to haunt them. If whites could drive them from Georgia, why not from this place? From this fear spawned an attitude of distrust toward the American government that is still present in some Cherokee societies today (Anderson 115). Conclusion: The causes of the Indian Removal Policy of 1830 are numerous and varied in interpretation. Some historians have equated Jacksons removal policy with Adolph Hitlers Final Solution and have even called it genocide (Peter Farbs The Indians of North America from Primeval Times to the Coming of the Industrial State New York: E. P. Dutton, 1968). Not only did he encourage the geographical separation of Indians and whites, but thousands of Native Americans perished in the process. Whether or not he advocated this mass extinction of Indians, Jackson on the political front was a staunch supporter of state sovereignty and could not deny Georgias rights to the Cherokees expansive lands. In addition to the impact on the Cherokee demographics, the Treaty of New Echota caused factions within the Cherokee Nation that broke loyalties and caused them to revert back to old clan revenge warfare. The resentment that was fostered between the New Party and the Treaty Party created lasting divisions within the Cherokee nation. Moreover, the Cherokee Nation, before the Indian Removal Act, had prided itself on the fact that it had adapted to white institutions with great degrees of success. However, engaging in clan warfare, the Cherokees took a step back in progress when embroiled in such violence that was primarily caused by the Treaty of New Echota.   Furthermore, the Cherokees remained dependent on federal governments economic assistance when they were seeking to prove that they could function better as a soverign nation. The removal of the Cherokees west of the Mississippi is one of the greatest tragedies in United States history. While the Cherokees have shown incredible resilience in recovering from the decimating effects of their removal, the injustice they faced from fraudulent treaties, ethnocentric intolerance, and discriminatory laws will forever stain Americas history.  

Language Essay -- Essays Papers

Language Language is essential; language is what we use to communicate among others. It is something that joins us just as strongly as it separates us. There are many different â€Å"languages† in the world but really they are all bound by certain rules, they all have a format that they follow, all of them have, nouns, verbs, tenses, and adjectives. Language is almost like a math, the point of it is that when you speak, you try to reach a conclusion with a different person, and in math you use equations to solve problems and reach conclusions, one is numbers the other is words. Math is not easy, and learning a Language can be challenging. I came here from Mexico years ago, and I still remember how it was to not know how to communicate. I had to learn and I did; now I’m what you would call bilingual. While learning the language I was also adapting to culture, to a totally different life style than the one I was used to, learning a different language was in a way helpful in adapting to this new world because it opened doorways for me which would be closed with out it. In my younger years it seemed routine but now that I am older and reflect on my experience I can relate to those who just came here and have a â€Å"language barrier†, it’s almost like being handicapped. When I read the Tan essay, it hit close to home for me, because I knew what a language barrier feels like, I knew how people could take advantage of you because they assume that you are stupid, the thing is that society makes assumptions about people who have a language barrier, they make fun of kids who go to bilingual class, where in fact those kids are learning something that the other ones in the future can only wish that they could have learned. When it comes t... ... key factor, our ability to communicate. In school’s they should have kids talk to each other, have the Caucasian boy talk to the Asian girl, let them learn from each other, because when a child is young its mind is pure, its not â€Å"programmed† yet, so lets fill that mind with useful things which will teach them tolerance to others, and so we could filter our society of people who will look at a Mexican and call him a â€Å"spic†. Our society is full of different people, tall people, short people, rich, poor, but there is only one thing that brings all those people together and that is language. When you read this paper you will make a comment on it, post it, write it down, do whatever with it, but anyway you look at it, you will use a language, and the moment you do my point is made, that language is a essential part of our society, and that we have to let it expand.

How to Develop Self Confidence

How to Develop Self Confidence By andre7514, eHow Member boosting self confidence. User-Submitted Article Do you wanna develop more confidence? Do you wanna be comfortable with life and people? Read this article for great tips on how to be confident and become a pro at confidence. Difficulty: Moderately Easy Instructions Things You'll Need: †¢New Clothes †¢Haircut †¢Smile 1. 1 increasing self confidence everyday! Being able to become self confident can take you many places. Learn to fake a smile every time you are around people, even if you don't feel you need to. This will show people that you interested and a friendly person. . 2 wearing clothes. Keep yourself looking good, whether its making your hair look good, buying a new outfit, getting new shoes, or etc. 3. 3 build self confidence. Always, look straight ahead and do not look down, don't look around feeling self conscious of what everyone thinks. Think positive thoughts about yourself. 4. 4 confidence and self e steem. Pretend that you know the people that you meet. You can fake it until you make it! Give the impression that you are very social and love to meet people. Give the impression to people that you are a great person to be around, wherever you go.Get out there and show people how great and confident you are! www. lumosity. com Ads by Google Tips ; Warnings †¢Learn to fake a smile daily. †¢Always keep your image beautiful and updated. †¢Always look straight and think positive thoughts. Read more: How to Develop Self Confidence | eHow. com http://www. ehow. com/how_2254894_develop-self-confidence. html#ixzz16t1v2O14 How to Increase Self Confidence By cobrakai, eHow Member User-Submitted Article Self confidence is vital to be successful in a relationship, the workplace and really life in general.There's no exact way to measure self confidence, but there are proven ways to increase self confidence. Difficulty: Moderately Easy Instructions 1. 1 Change or remove the negati ve components that surround your life. Don't let others bog down your life and keep you from reaching the success you have in front of you. Recon negative environmental factors in your life that influence how you feel about yourself. Sometimes this will mean shedding bad friends from your life or even making a whole new change in your social circle. 2. 2 My next step or tool for you to become confident is to change â€Å"what you can. Looks are not as important to mature adults as many think, but what we do with our looks does matter. You may never have the celebrity looks, but you can make the best with what you were given. Go to the gym, or run, or do yoga. Anything that will make you feel better about yourself and your body. Don't complain that you have no boyfriend/girlfriend yet you're overweight or spend no time taking care of yourself. Don't do it for anyone else, do it for yourself. Self confidence will only go up if you can look in the mirror and know you're giving it your all. 3. 3 Quit procrastinating in your life.Well what does procrastination have to do with someone being becoming confident you might ask? You can't build a high state of confidence if you're stressed out because you waited to the last minute to do a college essay or pay the electric bill. There's so many examples I could point out, but the less you leave till the last minute, the more you have time for the fun stuff in life. Stress is a confidence killer. 4. 4 Buy something that makes you feel hot about yourself. You know that feeling you get when you have on a nice shirt, some nice jeans or ladies a really nice outfit that just makes you feel sexy about yourself?You wear that outfit to work, or school or with that special someone, you just feel and do better that day. That is easy self confidence. There's no need to go change your wardrobe and only buy really expensive clothes, but everyone should have one outfit that they can put on to give themselves a little extra pep in their step. 5. 5 Remember that you like yourself and you're always looking for ways to improve yourself. When I stumbled upon self compliments, I turned a new page in my quest to become a more confident person. Every day tell yourself that you like yourself or that you are a great person 10 times.EVERY DAY. It'll become habit after awhile and it'll become cemented in your sub-conscious and your self confidence will multiply by leaps and bounds. You have to like yourself first and foremost before you can care how anyone else feels about you. Just simply look at the amount of celebrities who have all the fame and money, but yet run their lives into the ground with drugs or alcohol because they dislike themselves. 6. 6 Forgive yourself and others. I had to let go of a lot of bad feelings I had about what I'd done/not done in my past and how others treated me in my past.You can't change the past and it'll only keep your progress limited if you keep harboring bad feelings. Forgive yourself an d others. Let yourself find peace and you'll make room for more self confidence in your life. Develop Confidencewww. instant-confidence. com 4 scientifically proven techniques to give you confidence and power How to Do Meditation? www. SilvaLifeSystem. com Easily Learn How to Meditate Download Free Meditation Audio Brain Testâ„ ¢www. lumosity. com Developed by Neuroscientists Improve Memory and Attention Communication Skillswww. 8ack. com Director & Executive Level – Presentation Skill Training – Dubai Ads by Google

Knowing How and When to Correct Students in Class

Knowing How and When to Correct Students in Class A crucial issue for any teacher is when and how to correct students English mistakes. Of course, there are a number of types of corrections that teachers are expected to make during the course of any given class. Here are the main types of mistakes that need to be corrected: Grammatical mistakes (mistakes of verb tenses, ​preposition use, etc.)Vocabulary mistakes (incorrect collocations, idiomatic phrase usage, etc.)Pronunciation mistakes (errors in basic pronunciation, errors in word stressing in sentences, errors in rhythm and pitch)Written mistakes (grammar, spelling and vocabulary choice mistakes in written work) The main issue at hand during oral work is whether or not to correct students as they make mistakes. Mistakes may be numerous and in various areas (grammar, vocabulary choice, the pronunciation of both words and correct stressing in sentences). On the other hand, correction of written work boils down to how much correction should be done. In other words, should teachers correct every single mistake, or, should they give a value judgment and correct only major mistakes? Mistakes Made During Discussions and Activities With oral mistakes made during class discussions, there are basically two schools of thought: 1) Correct often and thoroughly 2) Let students make mistakes. Sometimes, teachers refine the choice by choosing to let beginners make many mistakes while correcting advanced students often. However, many teachers are taking a third route these days. This third route might be called selective correction. In this case, the teacher decides to correct only certain errors. Which errors will be corrected is usually decided by the objectives of the lesson, or the specific exercise that is being done at that moment. In other words, if students are focusing on simple past irregular forms, then only mistakes in those forms are corrected (i.e., goed, thinked, etc.). Other mistakes, such as mistakes in a future form, or mistakes of collocations (for example I made my homework) are ignored. Finally, many teachers also choose to correct students after the fact. Teachers take notes on common mistakes that students make. During the follow-up correction session, the teacher then presents common mistakes made so that all can benefit from an analysis of which mistakes were made and why. Written Mistakes There are three basic approaches to correcting written work: 1) Correct each mistake 2) Give a general impression marking 3) Underline mistakes and/or give clues to the type of mistakes made and then let students correct the work themselves. Whats All the Fuss About? There are two main points to this issue: If I allow students to make mistakes, I will reinforce the errors they are making. Many teachers feel that if they do not correct mistakes immediately, they will be helping reinforce incorrect language production skills. This point of view is also reinforced by students who often expect teachers to continually correct them during class. The failure to do so will often create suspicion on the part of the students. If I dont allow students to make mistakes, I will take away from the natural learning process required to achieve competency and, eventually, fluency. Learning a language is a long process during which a learner will inevitably make many, many mistakes. In other words, we take a myriad of tiny steps going from not speaking a language to being fluent in the language. In the opinion of many teachers, students who are continually corrected become inhibited and cease to participate. This results in the exact opposite of what the teacher is trying to produce: the use of English to communicate. Why Correction Is Necessary Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to  teach  them. If they only want conversation, they will probably inform us, or, they might just go to a chat room on the Internet.  Obviously,  students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all  is to make  correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on  correction  and accept that f act. However, these activities should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. Finally, other techniques should be used to make correction not only part of the  lesson  but also a more effective learning tool for the students. These techniques include: Deferring correction to the end of an activityTaking notes on typical mistakes made by many studentsCorrecting only one type of errorGiving students clues to the type of error they are making (in written work) but allowing them to correct the mistakes themselvesAsking other students to remark on mistakes made and then explain the rules by themselves. A great technique for getting teacher pets listening instead of answering each question themselves. However, use this with caution! Correction is not an either/or issue. Correction needs to take  place  and is expected and desired by students. However, the manner in which  teachers correct students  play a vital role in whether students become confident in their usage or become intimidated. Correcting students as a group, in correction sessions, at the end of activities, and letting them correct their own mistakes all help in encouraging students to use English rather than to worry about making too many mistakes.