Dutch Slave Trade Essay -- essays research papers

Dutch Slave Trade   Ã‚  Ã‚  Ã‚  Ã‚  During the 17th and 18th centuries, mercantilism was the emerging economic policy through which the slave trade developed in Europe. In the Netherlands many historical events gave rise to a desire for domination of international trade. They were serious tradesman and were heavily involved in the profitable business of slavery. The Dutch, intelligent and self-ruling tradesmen took no time in displaying their dominance over rival countries, Portugal, England and Spain, in the Atlantic and Indian Ocean. They established their international superiority in trade and impacted today’s society.   Ã‚  Ã‚  Ã‚  Ã‚  From 1609 to 1713, the Dutch Republic was going through â€Å"The Golden Age.† It was a time of economic wealth, and a higher standard of life compared to most European countries. However, the Netherlands had the highest cost of living out of all European countries. It was the period in which mercantilism expanded, and domination of trading power was necessity. England, France, and Portugal were also expanding their boundaries of trade, which will begin a long fight for mastery at sea. The Dutch was the trading capital of the world at this time; in which is represented in this quote,† Although the Dutch tenaciously resisted the new competition, the long distance trading system of Europe was transformed from one largely conducted through the Netherlands, with the Dutch as universal buyer-seller and shipper, to one of multiple routes and fierce competitiveness.†(Encyclopedia Britannica, Vol. 24, pg. 890). The Netherlands operated in 7 provinces, k nown as the United Provinces, and the Dutch society was mainly consisted of bourgeoisie, sailors, and merchants. Because of the major trade industry in Holland, and that agricultural was secondary to the trading industry, the Dutch people were taxed extremely high for goods. However, a wave of culture flowed through Dutch Society, influenced by the economic profit that the Dutch gained from trade. The production of sugarcane and cotton in the New World increased the urgency for laborers in the new colonies, in which led to the major importation of African slaves. These plantations and farms, in the New World sparked the golden business of slave trading, a business that will guide the Dutch to economic wealth. The Dutch entered the slave trade around the 16th... ... ocean. These diseases were due to the minimum ventilation, light, food, and sanitation necessary to survive the trip across the ocean. The slaves were also chained to prevent revolts and committing suicides by jumping over-board. Traders even hired freed blacks to spy on the slaves, to prevent an uprising to occur. Nearly 1/4th of the slaves died during the journey across the Atlantic, which was an average of 2-3 months. The slave ship then had either two paths to take; one to the American colonies or to the West Indies. When the ship reached fresh water and land, the slaves were cheerful, explained here: It was reported that slaves danced with joy when they saw land and green trees again. For the managers of the slave ships, it was important that the slaves were in good spirits and looked healthy as they were prepared for the market. (Postma 168) When the slave ships arrived in the West, they had to be checked of any diseases that the slaves may have. Sometimes this inspection took almost 2 months. For example, the Vergenoegen was denied entrance into Surinam because of diseases. Once the disease had resided the ship was allowed to enter the harbor, and to sell its human cargo.

Cognitive Learning Theory Lecture Essay

Cognitive Learning developed by theorist Edward C. Tolman, explains the way our brain processes and interprets information that we learn. The biological basis of cognitive learning style is grounded in brain theory. .(â€Å"Different Cognitive Learning Styles,† 2003-2013) It’s the relationship that occurs between two stimuli, but even though the stimulus is the same our brains react in different ways. However, each person process information at different rates. This type of learning style is basically defined as a personality aspect which affects attitudes, beliefs, and social communication. An example of Cognitive learning style can be how a person develops skills and familiarity, and how they establish and recall information. Some people need to picture the task before starting; others organize learning and teaching successively or casually and some work rapidly or purposefully. Cognitive Learning: Latent Learning Cognitive learning is internal and is broken down into thought processes. One important cognitive process is called latent learning. Latent literally means ‘hidden†, and occurs without any reinforcement, but is only demonstrated when some type of incentive is given for doing it. Basically, you learn thru shear repetitiveness. Unknowingly, our brain absorbs the information which is stored deep in our subconscious, and is only brought out when faced with a situation when the information is necessary. For example, say you car pool with someone to work every day, but she/he drives. Although you’re not driving you may still learn the route to your job, but have no reason to demonstrate your knowledge of this. However, if the person you car pool with gets ill you may need to drive yourself. By doing so, subconsciously you realize you’ve learned the same route that the usual driver would take, this is considered latent learning. Cognitive Learning: Observational Learning According to Albert Bandura and his colleagues, observational learning is also a major part of the learning process. Observational learning is just that, learning by observing what they see and then demonstrating it themselves. Basically, observational learning happens in a way that someone must notice something someone else is doing. Then record it in their mind, and finally imitate the actions. These actions may or may not happen again, and the choice to continue emulating these actions depends on the outcome. The intelligence level does determine whether someone is limited to or has the ability to mimic the person. Examples of this process would be someone observing someone tying their shoes and imitating it themselves with the reward of not tripping when they walk. Or perhaps, watching someone commit a crime and then getting punished for it shows the observer that imitating is not always ideal. Because each person acquires diverse cognitive learning styles, it is not only challenging but perhaps impossible to reach every person in a particular way. Numerous researchers have made an effort to deliver ways in which the learning process can take effect. Individuals are affected by components in their surroundings like sound, light, and feelings as well as incentive, diligence, obligation and the need for organization. There are some sociological needs that can be challenging and also affect you like peers, certain groups and adults as well as physical desires, like perceptual fortes, aperture, time and freedom of movement. References Different Cognitive Learning Styles. (2003-2013). Retrieved from http://www.learningrx.com/different-cognitive-learning-styles-faq.htm Feldman, R. S. (Ed.). (2011). Cognitive Approach to learning. Essentials of Understanding Psychology (9th ed., pp. 188-194). Retrieved from

Profile of Ernst Stromer the Famous Paleontologist

Born into an aristocratic German family on 1870, Ernst Stromer von Reichenbach achieved fame shortly before World War I, when he participated in a fossil-hunting expedition to Egypt. His Famous Discovery In the course of a few weeks, from January to February of 1911, Stromer identified and unearthed a series of large bones buried deep in the Egyptian desert, which challenged his paleontological skills (as he wrote in his journal, I don’t know how to conserve such massive species.) After carting the bones back to Germany, he stunned the world by announcing the discovery of a new genus of    sauropod, Aegyptosaurus, and two huge theropods, Carcharodontosaurus and the bigger than a T Rex,  Spinosaurus. Unfortunately, subsequent world events were not kind to Ernst Stromer. All of his hard-won fossils were destroyed during a raid by the Royal Air Force on Munich in 1944, during World War II, and two of his three sons died while serving in the German army. There is a bit of a happy ending, though: his third son, presumed dead, had actually been held a prisoner in the Soviet Union, and he was repatriated to Germany in 1950, two years before his father’s death. Stromer died in 1952.