The earth and its people chapter 17 Essay Example for Free

The earth and its people chapter 17 Essay 1. Why were death rates among Amerindians so high? P. 432 2. What was the most deadly of the epidemics in the Americas? P. 432 3. What (3) New World (Americas) foods revolutionized Old World (Europe, Africa, Asia) agriculture? P. 432 4. What did the horse do for the native peoples of the Americas? P. 433-4 5. What country occupied most of the Brazilian coast? P. 434 6. How did Amerindian people respond to the imposed Christianity? P. 434 7. What kind of powers did the highest-ranking Spanish officials in the colonies have? Why? P. 435 8. What regions were included in the Viceroy of Spain? P. 435 9. What was the primary agent by which European language and culture was transmitted to Brazil and Spanish America? P. 435 10. What was the richest institution in the Spanish colonies? P. 437 11. What commodities dominated the economic development of colonial Latin America? P. 437 12. What was the â€Å"mita†? p. 439 13. What did sugar plantations in Brazil depend on? P. 439 14. Why did sugar planters prefer African slaves to Amerindian slaves? P. 439 15. What were Hidalgos? P. 440 16. What forms did slave resistance take? P. 444 17. What was manumission and how did a slave achieve that? P. 444 18. What were castas? Give examples. 444-5 19. How were the governments and economic systems of English and French colonies different than those of the Spanish and Portuguese? Why? 445 20. Were the English successful in their first efforts to establish colonies in the Americas? Give an example. 445 21. How much of Jamestown’s population died within the first 15 years? Why? P. 446 22. How did the fur trade and hunting affect the Amerindian people? P. 446 23. What was indigo grown around Charleston used for? P. 447 24. What was the Stono Rebellion of 1739? P. 447 25. What are 3 ways that immigration to the Chesapeake differed from that of Massachusetts? P. 447 26. Merchants from what European nation first colonized Manhattan Island in 1624? P. 449 27. What did French settlements emphasize? P. 450 28. Who were the enemies of the Huron and Algonquin, who then became enemies of the French? P. 450 29. What were 3 things Jesuits did in an effort to convert native people to Christianity in French Canada? P. 450 30. What was the result, politically, of the French and Indian War (Seven Years’ War)? p. 452 31. What was the purpose of the English Navigation Acts? p. 454 Free Response Focus Questions: Answer these questions in a 5-7 sentence paragraph. In your own words. Do not simply copy from the book and memorize the response. Know it. Support your response with plenty of facts. Understand where events fall historically (global context, cause/effect, etc) 1. Considering the Columbian Exchange and colonization, what were the major impacts on the peoples of the Americas? 2. What role does religion play in European settlement of the Americas? Be specific as to Spanish, Portuguese, French, and British uses of Christianity as a tool of colonization. 3. The chapter describes several different types of forced labor practices. Describe each practice and explain why each one was preferred in different locations. Compare/Contrast: Write a well-developed thesis statement which clearly addresses similarities and differences. 4. Compare and contrast Latin American with North American colonies from 1530-1770.

Bilingual Education In Miami :: essays research papers

While California debates whether to stop teaching school children in two languages, the school system in Miami, Florida is expanding bilingual education. This city at the crossroads of the Americas is expanding bilingual education under the argument that students will need to speak, read and write in English and Spanish when they reach the business world. The decision to do this almost seems natural for a metropolis where the top-rated television stations broadcast in Spanish, the top-ranked newspaper publishes a separate Spanish daily edition, many top civic leaders speak effortless Spanish and Latinos have become the majority. Educators in Miami, home to the first bilingual public school in the modern era, are baffled by the cultural and political firefight over bilingual education in California.   Ã‚  Ã‚  Ã‚  Ã‚  Nowhere is the controversy more intense than in California. On June 2, 1998 there was a vote on an anti-bilingual education initiative, Proposition 227. This proposition would end most bilingual programs in California and give students with limited English skills about one year of special English classes before placing them in the mainstream. To even have something like this on the Ballot in California seems very odd. California has more students with limited English skills than any other state. California has approximately 1.4 million students with limited English and about 30% of them are in formal bilingual programs, including some two-way programs. The most common approach in California is â€Å"transitional† bilingual education, in which students often spend more time being taught in their native language than in English for their first school years. Due to the large population of Spanish speakers in California I would think that educators would want t o mock Miami’s style of teaching both English and Spanish.   Ã‚  Ã‚  Ã‚  Ã‚  In Miami educators view it differently than they do in California. They look at bilingual education as a business opportunity for students. Miami’s trades with Latin America amount to billions of dollars a year. Top business leaders say that Miami can not afford to do with out bilingual education. James F. Partridge, chief of Latin American and Caribbean operations for Visa International said, â€Å"I don’t give a hoot about the political aspects of it. To me, that’s a lot of garbage. I am interested in the financial well being of this community. We need bilingual people to survive.† Partridge is so concerned about the issue that his office gives remedial lessons in Spanish and Portuguese to dozens of employees whose weak bilingual skills don’t allow them to communicate with clients in those languages.

The Investigation of the Controlled and the Automatic Processes Employing the Stroop Effect Experiment.

The investigation of the controlled and the automatic processes employing the Stroop effect experiment. Abstract The interference between the controlled and the automatic processes was observed in the Stroop effect type experiment using two different conditions. The original Stroop effect experiment concluded that the participants will find it more difficult to complete the reading task of the words related to colour meaning in comparison to the reading task of non-colour related words. The result of Stroop experiment supported the notion that control and automatic processes can obstruct each other in certain tasks.In the current experiment, the two conditions in reading task were modified to make them look more visually similar. The result indicated that despite of visual similarities, the automatic processes interfered with control processes due to the colour related properties of the words in Stroop condition. Introduction The large quantity of information we come across in our ev eryday life is staggering. It is very hard to understand how much of this information is taken in and how much of the information just pass by. It is up to cognitive processes to decide how much and to what extent the information is accepted for further processing.This selection process has been identified as attention. All of the above is indicating that our brain is not capable to process all the information available to us therefore attentional processes are required. Various theories were devised to clarify and explain the process of selection, such as a limited – capacity theory of Kahneman or bottleneck theory of attention by Broadbent (as cited in Edgar, 2007) However how much of this process are we aware of? Can we influence how much of the information is taken in or is it our subconscious which is in control?The attentional processes are divided between conscious – control processes and subconscious – automatic processes. Even though both processes oper ate in very different ways, they both can work simultaneously and both have their advantages and disadvantages. The control process is conscious, therefore easy to control, however it is using a large amount of the processing resources. Based on the experiments conducted by Schneider and Shiffrin (as cited in Edgar, 2007), it is assumed that automatic processed are not using up attentional resources as no conscious awareness is employed.The most famous experiment demonstrating the interference between the control and automatic processes was carried out by Stroop (1935). In the original Stroop experiment the participants were presented with a list of words printed in different coloured ink. In the first list, the words were names of colour printed in ink which never matched with the name of the colour – Stroop condition. Second list was containing a colour-neutral words. The participants were asked to read the name of the colour of the ink instead of the word itself. The findi ng was that in the colour-neutral words, the participants completed the task without difficulties.However, in the Stroop condition the participants found it more difficult as they were trying to prevent responding with the name of the colour rather than the colour of the ink. (as cited in Edgar, 2007) The experiment above is demonstrating one of the disadvantages of the automatic processes. Even though the automatic processes are not using up our precious attentional resources, they can interfere with the control processes as we are not able to just turn them off. To test this theory further a present experiment was created using both the Stroop condition model and the control condition.However, the Stroop condition was modified to include the colour-related words rather than the names of the colour. The words used were such as blood or carrot with strong relation to the certain colour. The words were printed in the colour ink not matching with the colour related to the word. Even t hough the control condition contained the non-related colour words, the words were visually very similar to the words in Stroop condition. The research hypothesis was that as in Stroop condition the participants will find it more difficult to read colour-related words. This is one-tailed hypothesis.The null hypothesis was that there wouldn’t be any difference in time taken to complete reading task of each list. Method Section Design The design employed in the experiment is a within-participants design. The independent variable was a reading task of the colour of the words printed on the list provided. The independent variable had two conditions, the Stroop condition and control condition. The Stroop condition contained the colour-related words printed in incompatible colour ink with the word and the control condition contained non-colour related words printed in various colour inks.The word list in the Stroop condition had 5 words repeatedly printed in incompatible ink with t he word. The words in the control list were matched to the word list in Stroop condition to contain the exact same number of letters of each matched word. The word order and well as the colour order was matched exactly in the both lists. The dependent variable was the time measure to complete the reading task of each list. The measurement was complete in seconds by the researcher using a stopwatch and it was recorded to the nearest second. The participants were given the task individually in order to limit any confounding variables.Participants The twenty participants joined in this experiment were current students at the Open University and their friends and family members. The age of the participants ranged from 18 to 69 and there were 12 females and 8 male participants. Materials The two visual stimuli were presented to each participant on A4 sheet paper in colour containing 30 words divided into two columns of 15 words. A stimuli for the Stroop condition contained 5 colours-rela ted words printed in incompatible ink with the word. The six colours used were red, yellow, green, orange, purple and blue.The words used in the Stroop condition were blood, lemon, grass, carrot, plum, sky. A stimuli for the control condition contained exact same number of word and same colours were used. The words matched with the Stroop condition. The words used have the exact same number of letters, they stared with the same first letters and they visually resembled the words in the Stroop condition. The words used in the control condition were blame, ledge, grade, carrer, plan, sty. Each word was repeated 6 times on each sheet. Both lists are included in Appendix 1.The standard instruction (included in Appendix 2) printed on A4 paper were read to the participants. The consent form (included in Appendix 3) was supplied to participants to sign. The data were recorded to the nearest second and logged on the response sheet. A stopwatch was employed to record reading time accurately. Procedure Each participant was approached and asked if they will be willing to take part in a cognitive psychology experiment with a focus on controlled and automatic processing of information. All participants were explained a basic of the experiment and asked to sign a consent form.All participants were tested individually. The age and sex of the participants were recorded prior to the start of the experiment. The full instructions were read to the participants and it was made sure that it was clear before proceeding. (Appendix 2: Instructions) All participants received the same instruction. Both lists were presented as A4 print out in coloured ink. Both lists were presented separately to the participants, only few seconds before asking the participant to read the colour of the words aloud. The first list to read was the Stroop condition list followed by a control condition list.With every other participants the order of the presentation of the list was switched around. Full expe riment took approximately minutes with each participant. The reading of each condition was recorded separately using an accurate stopwatch. The results were recorded on the response sheet. After the experiment the participants were informed about the hypothesis of experiment and explained the differences between the both conditions. Result The research hypothesis in this experiment was that participants will take longer to complete the Stroop condition.The time to read through the full list of each condition individually was recorded to the nearest second. As Table 1 is indicated, the mean response time of Stroop condition is 2. 65 seconds slower than the mean response in the control condition. The paired sample t-test was carried out using these data obtaining following result. The difference between these conditions is statically significant (t(19)=3. 933, p=0. 002, d=0. 44) Based on the information above the null hypothesis was rejected and the experimental hypothesis accepted. T able 1Mean and standard deviation of response time in secondsConditionMean response time (In seconds)Standard deviation Experiment (Stroop) condition23. 606. 533 Control condition 20. 955. 520 Discussion The result of the experiment above proved that despite of using colour-related words, rather than the name of the colour as per original Stroop experiment, the findings were similar. The participants found it more difficult to read the colour-related words printed in colour which didn’t match the visual perception of the certain word. The participants tried to avoid reading the colour of the word associated with particular word therefore this reading task took longer.Even though, the neutral words looked visual similar, and they were recorded in exact same colour order, the participants completed this reading task more quickly due to the lack of the meaning of the words and no relation to the specific colour. Therefore, in the control condition, only automatic processes were activated and there was no interference with the control processes and as a result the participants found this task easier. The control and automatic processes can interfere with each other doing certain tasks. Specifically, the automatic process of reading was interfering with controlled process of naming the colour of the ink.Nevertheless, the current experiment was conducted with only twenty participants. There is a possibility that if the experiment was conducted with much bigger sample the results may not be as conclusive. Especially , as further experiments indicated, the automatic processes can be influenced by individual strategies. To imply this notion to the Stroop experiment, it has been found that just by focusing on the first letter of each word, the automatic processes – the Stroop effect can be reduced. (as cited in Edgar, 2007) This would imply that automatic processes are not completely free and unconscious as previously suggested.In addition, the automatic a nd controlled processes are not completely fixed. For example, reading was controlled process before it was learned and became control process. This observation suggests that the relationship between the controlled and automatic processes is on continuum and can evolve with time. Gopher (1993) proposes that attentional skill can be learned to a certain extent depending on the situation or internal motivation. (as cited in Edgar, 2007) In conclusion, the result of the experiment is supporting the notion that the control processes can interfere with the automatic processes when trying to complete certain tasks.However, further experiments in this specific field would have to be conducted to determine the full extent of automatic responses and their relation to the control processes. References Edgard, G. (2007) Perception and attention, In D. Miell, A. Phoenix, & K. Thomas (Eds. ), Mapping Psychology (2nd ed. , pp. 3-50). Milton Keynes: The Open University Appendices: Appendix 1: Word lists containing experimental and control condition (not included) Appendix 2: Instructions (not included) Appendix 3: Consent Form (not included) Appendix 4: Raw data Appendix 5: SPSS print-out of t-test

The Animal Encyclopedia Gastropods

Gastropods (Gastropoda) are a highly diverse group of mollusks that include between 60,000 and 80,000 living species. Gastropods account for nearly 80 percent of all living mollusks. Members of this group include terrestrial snails and slugs, sea butterflies, tusk shells, conchs, whelks, limpets, periwinkles, oyster borers, cowries, nudibranchs, and many others. Gastropods Are Diverse Gastropods are not only diverse with respect to the number of species alive today, they are diverse in terms of their size, shape, color, body structure and shell morphology. They are diverse in terms of their feeding habits —there are browsers, grazers, filter feeders, predators, bottom feeders, scavengers and detritivores among the gastropods. They are diverse in terms of the habitats in which they live—they inhabit freshwater, marine, deep sea, intertidal, wetland and terrestrial habitats (in fact, gastropods are the only group of mollusks to have colonized land habitats). The Process of Torsion During their development, gastropods undergo a process known as torsion, a twisting of their body along its head-to-tail axis. This twisting means that the head is between 90 and 180 degrees offset relative to their foot. Torsion is the result of asymmetrical growth, with more growth occurring on the left side of the body. Torsion causes the loss of the right side of any paired appendages. Thus, although gastropods are still considered to be bilaterally symmetrical (thats how they start out), by the time they become adults, gastropods that have undergone torsion have lost some elements of their symmetry. The adult gastropod ends up configured in such a way that its body and internal organs are twisted and the mantle and mantle cavity is above its head. It should be noted that torsion involves the twisting of the gastropods body, it has nothing to do with the coiling of the shell (which well consider next). Coiled Shell vs. Shell-less Most gastropods have a single, coiled shell, although some mollusks such as nudibranchs and terrestrial slugs are shell-less. As stated above, the coiling of the shell is not related to torsion and is simply the way the shell grows. The coil of the shell usually twists in a clockwise direction, so that when viewed with the apex (top) of the shell pointing upward, the opening of the shell is located on the right. Operculum Many gastropods (such as sea snails, terrestrial snails, and freshwater snails) have a hardened structure on the surface of their foot called an operculum. The operculum serves as a lid that protects the gastropod when it retracts its body within its shell. The operculum seals the shell opening to prevent desiccation or deter predators. Feeding The various gastropod groups feed in different ways. Some are herbivorous while others are predators or scavengers. Those that feed on plants and algae use their radula to scrape and shred their food. Gastropods that are predators or scavengers use a siphon to suction food into the mantle cavity and filter it over its gills. Some predatory gastropods (the oyster borers, for example) feed on shelled prey by boring a hole through the shell to locate the soft body parts inside. How They Breathe Most marine gastropods breath via their gills. Most freshwater and terrestrial species are an exception to this rule and breath instead using a rudimentary lung. Those gastropods that breath using a lung are called pulmonates. The Late Cambrian The earliest gastropods are thought to have evolved in marine habitats during the Late Cambrian. The earliest terrestrial gastropods were the Maturipupa, a group that dates back to the Carboniferous Period. Throughout the evolutionary history of the gastropods, some subgroups have gone extinct while others have diversified. Classification Gastropods are classified within the following taxonomic hierarchy: Animals Invertebrates Mollusks Gastropods Gastropods are divided into the following basic taxonomic groups: PatellogastropodaVetigastropodaCocculiniformiaNeritimorphaCaenogastropoda - The predominant members of this group are sea snails, but the group also includes a few species of freshwater snails, land snails, and (non-snail) marine gastropod mollusks. Caenogastropoda exhibit torsion, have a single auricle in their heard and one pair of gill leaflets.Heterobranchia - The Heterobranchia are the most diverse of all gastropod groups. This group includes many terrestrial, freshwater, and marine snails and slugs.