Describes The Tales Of Four Families - Free Essay Example

Sample details Pages: 4 Words: 1153 Downloads: 5 Date added: 2019/08/06 Category Literature Essay Level High school Tags: Joy Luck Club Essay Did you like this example? Every child in this world knows the feeling of their parent constantly nagging them to do chores or even just give their opinion. Children who dont know any better are annoyed at their parents because they dont understand that their parents are attempting to better their children. The book, The Joy Luck Club, written by Amy Tan, describes the tales of four families, mainly focused on the mother-daughter relationship. Don’t waste time! Our writers will create an original "Describes The Tales Of Four Families" essay for you Create order Each tale is a recurring theme of a daughter not understanding what their mother is attempting to say to them, but in the end they realize their mothers true intentions. One of the daughters, Jing-mei remembers when she was a young child her mother, Suyuan, always pressuring her to practice her piano. Jing-mei at the time felt like her mother wanted her to be so great that she didnt even try to be good at it. Jing-mei gave up trying and she wished her mother would also lose hope in her. As she grew older, Jing-Mei felt as if she kept failing her mother by not living up to the expectations that the mother placed on her. However, when Suyuan offers her daughter the piano again and she replays the piano again, she realizes that her mother just wanted her to do something that had the possibility of becoming good at. When Jing-Mei was a little girl, Suyuan put the idea in her head that she could be anything she wanted to be including being a prodigy. ?Of course you can be prodigy, too, my mother told me when I was nine. ?You can be best anything. What does Auntie Lindo know? Her daughter, she is only the best tricky.'(Tan, 132). From the start of a young age, Suyuan is already laying down expectations upon Jing-mei. Jing-Mei went through being a Chinese Shirley temple to being a genius. None of these went how Suyuan wished her daughter to be, a prodigy. Mr. Chong was a retired piano teacher and my mother had traded house cleaning services for weekly lessons and a piano for me to practice on every day, two hours a day, from four until six. When my mother told me this, I felt as though I had been sent to hell, I whined and the kicked my foot a little when I couldnt stand it anymore.(Tan, 136). Suyuan willingly cleaned just for her daughters sake in hopes that her daughter would be her best. ?Who ask you be genius? she shouted, ?Only ask you be your best. For you sake. You think I want you be genius?'(Tan, 136). Jing-mei believes that her mother wants her to be a genius, to be so smart that her mother would finally approve of her, but in reality the mother just wants the daughter to try. But I was so determined not to try, not to be anybody different that I learned to play only the most ear-splitting preludes, the most discordant hymns. (Tan, 138). Jing-mei never gave herself the opportunity to be good at piano because she wanted to prove her mother wrong. No accusations. No blame. And in a way, I felt disappointed. I had been waiting for her to start shouting, so I could shout back and cry and blame her for all my misery.(Tan, 141). Jing-mei wanted to place the blame on someone else so she would feel better about herself. It was her fault that she never tried practicing the piano and the way she played the song at the recital is the result of that. She just wanted to blame her mother for forcing her to do something, but her mother was actually helping her. ?You pick up fast, said my mother, as if she knew this was certain ?You have natural talent. You could been genius if you want to.'(Tan, 143). After Suyuans failed attempts on attempting to get Jing-mei to be good at something, she had lost all hope. What she was saying didnt make sense to Jing-mei; Suyuan wanted the best for her daughter and believed she could be great if she had just tried. Then I wish Id never been born! I shouted. ?I wish I were dead! Like them.(Tan, 142). After Jing-mei did horrible at her recital, Suyuan continued to ask Jing-mei to practice piano, her last slivers of hope still alive in her. However, Jing-mei at her last straw lashed out at her mother because she had already lost all hope in becoming what she thought her mother expected her to be, a prodigy. Her mother never asked her again after that to do something that required trying. Jing-mei, growing older, continued to believe that she always disappointed her mother by not getting straight As, didnt become class president, or stay in college. She didnt try and her mother never asked her to try. Suyuan offers the piano that Jing-mei used to practice piano for her birthday gift when Jing-mei turns thirty. Jing-mei takes this as a sign of forgiveness for the event that happened at the recital. It was called ?Perfectly Contented. I tried to play this one as well. It had a lighter melody but the same flowing rhythm and turned out to be quite easy. ?Pleading Child was shorter but slower; ?Perfectly Contented was longer, but faster. And after I played them both a few times, I realized they were two halves of the same song. (Tan, 144). Jing-mei doesnt take the piano until her mother passes and that is when Jing-mei realizes as she reviews her childhood, what her mothers true intentions were. These two songs represent her life, the pleading child that had finally come to peace to the conflict with her mother. Just like the conflict over the piano lessons, Waverly Jong and Lindo Jong have a similar misunderstanding between the mother and daughter over a simple thing, chess. Better to lose less, see if you really need.(Tan,) Lindo Jong was just trying to offer advice but Waverly gets annoyed by it. ?Why do you have to use me to show off? If you want to show off, then why dont you learn to play chess.'(Tan,) Waverly doesnt understand that her mother is proud of her and is expressing it by telling her friends. Waverly takes it the wrong way and believes that her mother is using her to get more fame around their town. It means we are looking one way, while following another. Were for one side and also the other. We mean what we say, but our intentions are different. (Tan,). Waverly Throughout the entire book, there is miscommunication between the mothers and the daughters. The daughters always think the mothers advice are bad and take it the wrong way. However, when they grow older and reconcile with their mother, their perspective on the event changes and understands what their mother was trying to say.

Essay on Decision Model of Choice - 1012 Words

Clifford Brown Week 1– MAIN POST (Redo) September 08, 2013 Business Research for Decision Making MGT600 - 1303D – 07 American InterContinental University Introduction: This report will show my views on whether the text model or the model of my choice is more business friendly. I will list the strengths and weakness of each model. I will also list some of the risks associated with each approach. Body: Business decision making definition according to BusinesDictionary.com: â€Å"The thought process of selecting a logical choice from the available options.† Decision making in business is very important. Many decisions are made in business every day. Some may be large and some may be small. Some decisions†¦show more content†¦2. Identify the criteria – This step sometimes requires more than on objective. This step could easily solve other problems. If a criteria is missed, it could change the outcome of the results. However, when all criteria has been identified, it optimizes the results. 3. Weigh the criteria – This step requires the manager to rank the criteria according to its importance. It could be very dangerous if the manager is not fully knowledgeable about its company’s processes. However, when the criteria have been correctly weighed, it really builds a frame work for generating alternatives. 4. Generate alternatives â₠¬â€œ This step could be very time-consuming. It can sometimes outweigh the value of the added information. This step provides many ways of solving the problem. 5. Rate each alternative on each criterion – This step requires the manager to forecast future events. If a criteria is missed, it could affect the decision. When done properly, this step provides the greatest tool for making the decision. 6. Compute the optimal decision – If all steps 1 thru 4 are not fully analyzed, an optimal decision cannot be made. ( Bazerman, M. H., amp; Moore, D. A.,2013) Following is an example of a decision matrix: | Safety | Inflation | Rate of | Management | Stability | Compatibility | Totals | | Risk | Risk | Return | Difficulty | | With Current | | | | | | | | Business | | RealShow MoreRelatedThe Decision Of Our Final Residential Location Choice Model1630 Words   |  7 PagesBefore the decision of our final residential location choice model, we tested how preferences of residential location are different among age and income groups. Stratifying the sample of households by age and income is helpful to identify some of the heterogeneity in housing preferences among different market segments as well as investigate whether differences of location preferences exist between different groups. All the household location choice models performed reasonably well as shown in tableRead MoreDecision Making Of A Public Policy929 Words   |  4 PagesDecision-making in Public Policy has evolved into two camps: the camp that favors decision-making based more on techniques derived from mathematics, economics, and management science; and the camp that favors decision-making based more on politics. The former is often referred to as ideal decision-making, while the latter is referred to as real decision-making. Decision-making in management science is taking into account suppositions that complex issues can be broken down into littler parts thatRead MoreDecision M aking An Effective Decision1094 Words   |  5 PagesDecision-making is an important process. It can be a task, which needs a simple decision to be made or a difficult situation involving several issues. 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However facts are not enough to make ethical decisions because facts only looks at what is. Ethical decision making is based on what should be determined by a set of values or morals that a person or group ascribes to. There are several different ethical frameworks that one could use to think through ethical dilemmas. This paper will analyze the following ethical decision making frameworks: Greenleaf ServantRead MorePredicting Preferences1636 Words   |  7 Pagesindividual’s choice (or group’s choice) or preference over alterative options. Preference can be conceptualized as an individual’s (or group’s) attitude concerning a set of objects, and is usually formulated within a choice making context (i.e., X is preferred to Y if one would choose X over Y). In this way choice and preference are linked, and predicting preferences is akin to predicting choices. An auxiliary question is to formulate models that explain â€Å"why† or â€Å"how† the choices or preferences

Speech for Home work and special education teachers Free Essays

‘This slide presentation is for a survey that I have undertaken. The survey is titled ‘A phenomenological Study of Homework from the position of simple particular instruction instructors of pupils with larning disablements. ‘ The hardy trades with the positions and experiences of instructors of pupils with larning disablements sing the value they place on prep. We will write a custom essay sample on Speech for Home work and special education teachers or any similar topic only for you Order Now The value and the really capable of prep have been really controversial to many over the centuries since prep has been portion of the educational system in the United States of all time since schools were founded. In the 1800s, it was typical to hold 14-21 hours of prep given to pupils per hebdomad. It was during this clip that the value of prep started to be questioned. It was in 1897 that Dr. Joseph Mayer Rice questioned the construct of prep. Besides In the late 1900s a diary by the name Ladies ‘ Home Journal ran an article that rallied anti-homework protagonists who claimed prep was unhealthy and wanted it abolished. In the 1920s The American Child Health Association conducted a survey that found out that kids could be negatively affected by prep. It was besides suggested in the thirtiess that prep was non just and infringed on household clip. Besides, the Society of the Abolition of Homework was founded. The 1940s saw an instruction displacement from boring jobs to proble m-solving schemes. Following the launch of Sputnik in 1957, the U.S. Government faulted the deficiency of prep as the ground American kids were falling behind their Russian opposite numbers. In the 1960s the belief persisted that prep trumped all of import activities. The 1970s saw many political and cultural alterations that surrounded the Vietnam War and Civil Rights motion and one time once more homework went by the roadside. A 1980s study entitled, The State at Hazard stirred up instruction and reported that averageness was acceptable in schools. The No Child Left Behind statute law in 2000 took the phase, and schools began to experience force per unit area by the authorities to execute and put higher criterions. The demand for research is fueled by the fact that prep continues to be assigned to pupils and yet both instructors and parents and instructors question its effectivity and how it contributes to the pupil ‘s academic accomplishment. Many simple school instructors have different perceptual experiences and beliefs when it comes to giving prep to kids with larning disablements. Children with larning disablements may either non turn in their prep or non complete it. This would take to either the pupil neglecting the category or even in worse instances the pupil might drop out of school this is really apparent since surveies have indicated that kids with acquisition disablements are besides non graduating at the same rate as most of their schoolmates. Students with larning disablements lack to turn in their prep due to a twosome of grounds for illustration some assignments may be excessively long or excessively hard for them to understand while others may hold ill-defined waies. The whole survey is based on points of those who have been for or against prep. After I did thorough reappraisal of the related literature I found out that phenomenological surveies had non been conducted sing pedagogues ‘ histories of prep assignments, a spread that this qualitative survey addressed. Such diverseness of perceptual experiences and attitudes sing prep required a critical scrutiny of educational patterns and single instructor experiences with prep. I besides conducted a reappraisal by obtaining and reexamining multiple school territory policies sing rating prep and burdening the assignments in concluding classs. The consequences indicated that legion pupils are neglecting because they submit unfinished prep or make non subject any prep. Deductions from this survey may include alterations in the ways prep is assigned ( if it is assigned suitably ) and a reconsideration of rating processs. Deciding non to rate prep or perchance retracing and modifying prep assignment s for pupils with larning disablements could be a possible result of this survey. A secondary result might affect opening teacher treatments with decision makers about set uping prep policies in school territories every bit good as custom-making prep to the abilities of the pupils. Small research has been conducted on instructor positions and their ideas and feelings sing the prep assigned to the population of pupils with larning disablements. The information gathered in this survey will assist pedagogues and decision makers gain a better apprehension of the experiences, feelings, and ideas of instructors on prep. By leting instructors to portion their experiences, this research could lend to better professional development to fix instructors for progressively diverse scholars. Teachers ‘ preparations sing prep have besides been a concern with respect to decently composing custom-tailored assignments for pupils with larning disablements. A study coupled with an interview of more than 300 instructors was conducted and merely one person claimed to hold taken a class that focused on prep. In add-on, a instructor study was besides completed and merely 18 % had really attended professional development workshops on the subject of prep assignments can be created that are structured and tiered harmonizing to a pupil ‘s skill degree to assist further positive experiences in larning which in bend could ensue in a better entry rate of prep, higher go throughing rates in categories, every bit good as lower keeping rates and drop-out rates. So to paint a clear phenomenology was used to transport out the sturdy. The chief intent of this sturdy I undertook was to place the ideas, feelings, experiences and attitudes of the instructors of pupils with larning dis ablements in classs 3’6 sing the value, application, and creative activity of prep assignments. This phenomenological survey involved face-to-face interviews of instructors at multiple sites i.e. diners, diners, schoolrooms, conference suites. The choosing of the location of the interview was a affair of common convenience. The instructors were besides observed and anecdotal notes were taken. Teachers selected for this survey were those working in public school territories in the State of New York. These instructors had to hold been presently learning pupils with larning disablements in classs 3? 6 and had to hold had at least two old ages of learning experience. For the intent of the sturdy I conducted 13 interviews with the instructors who met the aforesaid demands. In order to enroll instructors for this survey I posted a publication on particular instruction web sites, instructor sites, and the Council for Exceptional Children. Participants were non compensated for the interviews. During the interview I easy gained and established resonance and trust with the aid of repeating how much this survey will help others and how much their sentiment agencies. Once resonance was established I explained to the respondents the demand of the digital tape recording equipment was explained. All inquiries were asked in the same order to compare informations consistently. The inquiries were concise, standardized, and open-ended to let for free ideas to happen from the participants. Once the interview was completed, participants were asked if they would wish to add anything. It was explained that their information will be kept confidential and that they will have a transcript of the typed transcript in the mail and to do any alterations, mark, and return to me. Known as member-checking, this process ensured that the reading made was free of any mistakes, and was concise and accurately reflected the message of the participant. Participants were assigned an alphameric codification to guarantee confidentiality. The intending units were so ranked, compared, and reduced from intending units to subjects and tracked utilizing a spreadsheet to cut down the information into identified subjects. Concepts and subjects that emerged from the interview procedure were compared and analyzed. Upon reexamining each written text, a content log of intending units were reviewed, and emerging subjects were recorded on an Excel spreadsheet. In this survey, accent was placed on the positions of the particular instruction instructors ; therefore, the result of this survey should hold an impact on the manner pupils with learning disablements are assessed, which may do instructors to reexamine their schoolroom prep policies and processs to outdo run into the demands of these pupils. In conformity with the intent of the survey to cognize the positions of instructors for the particular instruction sing their experiences in making appropriate prep assignments for pupils with larning disablements, six research inquiries were designed and developed by reexamining the related literature. The input, positions, and experiences of the instructors from their ain schoolrooms were really of import for understanding the ground prep is given. It besides gave a clear image on the value that teachers topographic point on prep, and the type of prep assigned. The inquiries for this survey were developed from the reappraisal of related literature. These inquiries are as follows: 1. What values do instructors of pupils with larning disablements in classs 3’6 topographic point on prep patterns? 2. How do instructors of pupils with larning disablements in classs 3’6 usage prep assignments? 3. To what extent do instructors of pupils with larning disablements in classs 3’6 believe that prep contributes to higher academic accomplishment? 4. Why do instructors of pupils with larning disablements in classs 3’6 assign prep? 5. What professional development preparation has instructors of pupils with larning disablements in classs 3’6 had in the creative activity of prep assignments? 6. What is the school territory ‘s policy regarding prep for the instructors of pupils with larning disablements in classs 3’6? The response of instructors for the above inquiries is as follows: Question 1: The instructors interviewed responded that prep could be done at school. They responded that prep should be checked but non needfully graded Question 2: The instructors interviewed responded that they kept an docket book to maintain path of prep. They responded that math prep was the easiest to modify while spelling prep is consistent for all pupils. They besides responded that prep provides good support of earlier acquisition. Question 3: From the interviewees response there was the belief that prep contributes to higher academic accomplishment as prep increased academic accomplishment in pupils with larning disablements since it provides good support to what is learnt in category. Question 4: The instructors responded that they do delegate prep since it has great value in linking place and school. The instructors besides believe that prep lets parents cognize what their kid is larning in school. Question 5: The instructors responded that they had professional development developing specifically related to bettering prep assignments in footings of the sum, type, length and other best pattern facets of prep. Question 6: Most of the respondents are incognizant of school policy and that afterschool prep aid is provided to pupils who need the aid. From the findings of this sturdy I was able to come up with a few deductions of the position of instructors of pupils with larning disablements towards prep. These deductions have a direct bearing on the current usage of prep and how or if instructors make effectual usage of prep as an assessment tool or how they align assignments to run into the demands of their acquisition handicapped pupils. What is the value? Teachers value prep based on this survey. They value it so much that excess clip in school is utilized every bit good as resources and funding to provide aid to pupils to finish their prep. Homework is checked, but non graded and this is based on the fact that many instructors reported that they want a pupil to try the work and they do n’t cognize how much or how small aid they are having at place. There is a gulf between prep assignments and lessons which seems to thwart the acquisition handicapped pupils every bit good as instructors. There seems to be no force per unit area to alter the current pattern or struggles with equals in relation to amount or type of prep assignments. Feedback is of import and valued every bit good as the instructors are looking to see if pupils are comprehensive to the stuffs taught in category. Sing the usage of prep assignments: Teachers felt a demand to utilize an docket or assignment tablet for learning handicapped pupils to be able to maintain path of their assignments. Two topics were outstanding in prep assignments: math and spelling. It appeared the ground for this was that they were the most easy to modify ‘ diminish the figure responsible for and it seemed that spelling was used because there was no clip in the school twenty-four hours to suit it in. The usage of prep assignments was to reenforce earlier acquisition and to assist with memory. Homework was non assigned on new constructs or constructs that had non been taught yet, it was purely to reenforce the day-to-day activities of the lessons at hand. ‘ of the instructors reported that parents do non portion their enthusiasm or value for prep and feel prep is lending to a loss of involvement in school so the usage of prep assignments is of import to a instructor but appears to be conflicting in the place environment. Does homework advance higher accomplishment? Harmonizing to most literature it does non. Learning handicapped pupils have organisational and attending jobs that besides interfere with prep completion and farther intensify the completion rate. Deficits in base accomplishments in larning handicapped pupils besides are a concern. A cluster subject appeared which identified that pupils non merely have larning shortages but besides have motor, organisational, hyperactivity, and attending concerns which further consequence their completion rate of prep and prep does non look to advance a higher accomplishment degree since return is bad and pupils seem to non be able to understand it without aid of instructors in excess plans. Why do instructors delegate prep? The chief ground is to chiefly reenforce the schoolroom direction. All agreed that no new stuff should be given to pupils to larn on their ain. Teachers like to see the advancement and feel parents/guardians in the place should besides assist to reenforce direction. However, ‘-3/4 complete prep and that is merely after aid in after school plans, during tiffin, deferral, and mentoring periods. It was besides found that pupils take more than an hr to finish their assignments and seem to fight with them. Sing research inquiry # 5: Professional development: Merely one subject emerged 11/12 had ne’er received any professional development on developing and making prep assignments. This is overriding as best patterns need to be explored to back up larning handicapped pupils in the schoolroom. Differentiation, alterations, and adjustments all need to be learned and applied to efficaciously use prep to its intended intent. The last research inquiry # 6: concerned with school territory ‘s policy. 100 % of participants were incognizant of school policy. It was either non shared by their current disposal or they did non cognize such a policy would even be. 10/12 stated that it is non policy, but have an unwritten regulation for after school support and other aid for pupils for prep completion. There appears to be a broad spread between instructors understanding of the difference of excessively much prep and the world of breaks and troubles faced by parents of larning handicapped pupils. The tradition continues. Teacher ‘s prep patterns do non correlate with related research. It is a simple common belief, although unsubstantiated in literature, that homework helps to stand out the pupil. Teachers in this survey underestimated the troubles that larning handicapped pupils face and miss support and preparation to help their students.The attitudes and beliefs of instructors had non been given sufficient consideration to find if instructors are portion of the root cause. There is a immense spread between existent pattern and best pattern. By utilizing this phenomenological attack to arouse the values, attitudes, and beliefs of particular instruction instructors about prep, these new disclosures filled in a spread in the literature to explicate why prep is a job for larning handicapped pupils and what instructors face on a daily footing. Recommendations: 1. Investigate standard policies and processs to see if they are compromising best patterns in prep assignments and appraisals. 2. Work together with regular pedagogues and particular pedagogues to invent an acceptable grade of alterations or alternate assignments for learning handicapped pupils that are individualized where pupils can run into success alternatively of experiencing defeat. 3. Training protocols should be put in topographic point at both the college degree and territory degrees for professional development to research best patterns by utilizing scientifically based appraisals and organisational tools to utilize with pupils. 4. Homework is one time once more with this survey brought into inquiry and argument and demands to be dramatically realigned and reassessed so we do n’t lose our acquisition handicapped pupils. We do n’t desire them dropping out of school. We do n’t desire them being held back. We do n’t desire them to go awol. We want them to be successful and turn their disablement into their ability concentrating on the positive properties they each bring as persons. Decision: Most participants espoused positive and encouraging beliefs on the importance of prep yet few seemed willing to do significant alterations to suit the acquisition handicapped pupil. This could be based on the tensenesss of inclusion, standards-focused policies, political force per unit area, or province appraisal force per unit areas. There is still a feeling that prep improves achievement and is portion of the American instruction tradition. Teachers are fighting, though, with happening ways to work with their acquisition handicapped pupils and make individualized, modified, practical prep for them. There is a spread between the current pattern and what best pattern is and this has been uncovered through the subjects utilizing this phenomenological method of research by researching the beliefs, attitudes, and perceptual experiences of this 12 New York province instructors. Based on the findings of the survey and the research conducted the survey assisted with acknowledging the adversities prep topographic points on both households and instructors, therefore oppugning the value of this century-old tradition in the twenty-first century. The survey besides determined the demand for custom-tailored, individualised assignments at the pupils ‘ ability degree, instead than at grade degree. Other than the academic benefits of prep there are besides non-academic benefits of prep. Homework helps transfuse duty for trying the work and conveying assignments back to category. Though there are benefits the pattern needs to be reformed in order to provide even for those with learning dis ablements. The survey besides shed visible radiation on the fact that pupils with learning disablements are happening it hard to get by with the velocity of the other able pupils. In this light hence there should be betterment of this sector and instructors excessively should be trained more to get the cognition of how to cover best with such fortunes of kids with larning disablements. The research has shed visible radiation on the fact that pupils with learning disablements are are happening it hard to get by with the velocity of the other able pupils. Obviously, that pattern is one that needs to be reformed. There should be more professional development preparations and a changeless reappraisal of policies and processs should be established by territories to guarantee that instructors are following proper protocol. ‘ How to cite Speech for Home work and special education teachers, Essay examples

Louisiana Purchase Essay Example For Students

Louisiana Purchase Essay When Thomas Jefferson became president of the United States in 1801, he dreamed of sending an expedition to explore the little-known territory west of the Mississippi river. Between 1783 and 1792 Jefferson has encouraged plans for three expeditions. All three expeditions failed. In January, 1803, he asked Congress for $2,500 to pay for an expedition that might journey as far as the Pacific Ocean. The request was approval and kept secret because most of the region to be explored still belonged to France. This vast area, lying between the Mississippi River and the Rocky Mountains, was called Louisiana in honor of Louis XIV of France. When President Jefferson learned of the Treaty of San Ildefonso, between Napoleon and Spanish rulers, which gave Louisiana back to the French, he was very worried. On October 15, 1802, the King of Spain finally gave the order transferring Louisiana to France, but the Spanish governor in New Orleans didnt know of this order. The following day he suddenly withdrew the right of deposit. This was the right given to American shippers that allowed them to leave their goods at New Orleans while awaiting transfer onto ocean going vessels. Many people felt threatened over this and thought that we should go in and take Louisiana by force. At this point in time Napoleons dream would never come true because France was almost always at war. They didnt have enough troops to go over to America and guard the Louisiana territory. Another main concern of Napoleon was that France was running very low on money and Napoleon knew that this piece of land would get them the money that they so very needed. Napoleon stated that this was the very last resort that they would use to get money. Napoleon heard that the Americans might try and take over New Orleans by force with their continental army. Napoleon really didnt know when, but he thought that the Americans would probably try and do it when the French engage in their next war or battle. With France getting poorer and poorer and his army getting weaker and weaker he decided to give up claims on the Louisiana territory. On April 30, 1803 Napoleon signed a treaty saying that the French were to give up the claims on the territory. The poor and tired of fighting France sold the Louisiana territory to the United States or the Americans for about fifteen million needed dollars. Thomas Jefferson, the third president of the United States, made many great decisions and accomplished many things in and out of office. I personally think that the greatest accomplishment that Thomas Jefferson ever did was the purchase of the Louisiana territory .Their were many reasons why Thomas Jefferson wanted to purchase this piece of land. The first reason is that this land was great for farming. This land is able to grow many different crops such as: flour, tobacco, cotton, corn, potatoes, apples, and carrots for a few. The ports in New Orleans were a very big asset to the Americans because it would make it easier to trade, import, and export goods from other countries. With New Orleans and Florida included in the Louisiana Purchase gave the Americans many different ports for trading. This also helped the United States Navy, with all these new ports the Americans could strengthen their defense and improve the navy. At this time the French were very poor and needed the money so Jefferson knew he would get this piece of land for a very cheap price. For fifteen million dollars the United States acquired Florida, the Mississippi river, New Orleans, Rocky Mountains, sea ports , and the miles and miles of rich farmland all came with the Louisiana Purchase. All in all everything went smoothly, but there was one minor problem with this treaty. The problem was that Jefferson still did not how much land that he actually purchased. He knew it was a lot but, did not know the exact specifications or were it started and ended. Spain and the United States disputed over what land each one of them would get. The main issue in this dispute was, who would get Florida and who would get Texas. Jackie robinson Essay Indeed, the one area that Jefferson and his .