81book Reviewsin The Drama That Was Played Out In New Mexico During Hi ✓ Solved

81Book Reviews in the drama that was played out in New Mexico during his life. Miera y Pacheco comes across as a sycophant who–because he was a Peninsular and a paisano of several of the governors–was given opportunities that were beyond his abilities. Although he had no experience for the position, he self-promoted himself with King Carlos III, asking to be made “commandant general†(130). He begged Commandant Teodoro de Croix to find him a position, “resorting to flattery that today seems excessive†(132). His neighbors soon got his number, complaining that he had “undue influence…†(138).

A renaissance man possesses knowledge and skills in a variety of fields. Aside from art and cartography, in which he was capable, Miera y Pacheco had no other proficiencies. This conclusion is clearly drawn from Kessell’s own account. Early in his career Miera y Pacheco tried his luck at being a miner but the silver mine he purchased proved unproductive (12). He tried farming and failed.

He tried being a debt collector but “could not deliver†(30). He proved better as a debtor, having to spend a number of days in jail for non-payment of merchandise (31-32). He volunteered to repair some can- nons but “had to admit…the cannons wouldn’t work†(45). His experience as a municipal administrator (alcalde mayor) met with disfavor with his constituents who complained “every day he is planning things, all of them of great harm to the kingdom.†He volunteered as a dam builder but the dam was washed away (147). While Kessell credits Miera y Pacheco with “unrivaled knowledge of the kingdom’s human and physical geography,†he at the same time cites numerous instances where this knowledge was lacking.

On one occasion Pacheco had to apologize to Croix for “failing to discover a more direct route†between El Paso and Sonora (152). On a number of occasions his maps were several degrees off in longitude or latitude. His artwork was certainly noteworthy but he was hardly the only artist in the province and Fray Andrés Garcàa was “best known and most prolific†(75). In sum, Kessell’s central theme is unsupported by his own research. Still this work is an important contribution to the study of the Spanish influence in the American Southwest.

The author’s descriptions of the contributions of the various governors and provincial leaders are both extensive and significant. His accounts of the various native tribes and their activities vis-à -vis the Spanish interlopers is also a valuable addition to the growing scholarship in this area of historical research. Finally, Kessell provides a worthwhile narrative on the role the Church played in Spain’s efforts to colonize and convert the native populations. Alfredo E. Cardenas Corpus Christi, Texas Matthew Liebmann.

Revolt: An Archaeological History of Pueblo Resistance and Revitalization in 17th Century New Mexico. Tucson: University of Arizona Press, 2012. Pp. xv, 287. .00 paper. In Revolt we have an effort to take the story of the Pueblo Indians’ 1680 rejection of Spanish rule in a new direction, part of a recent effort to give indigenous peoples (which the social science literature increasingly refers to as subalterns) increased agency. Unlike previous studies, which essentially tell the story of the events of 1680 and then skip to the “reconquest†of 1692, Matthew Liebmann attempts to fill in the missing story of what happened in the Pueblo world in the decade in between and what it should mean for us today.

He attempts 82 Catholic Southwest to make the events more of a Pueblo and less of a Spanish story. The first part of the book does a solid job of explaining the causes and events of the revolt. Drought led to famine, greed led to exploitation, and cultural chauvinism led to frustration; and they all combined to result in a revolt. As explained by Liebmann, the Fran- ciscans bore considerable responsibility for the uprising. Forced to renounce their ancient religious and cultural practices, forced to labor for the missionaries, forced sometimes even to relocate in new settlements for easier conversion, the Pueblos became increasingly resentful of the Spaniards and their God.

This new god did not seem to be doing them much good in the face of crop losses, depredations from mounted Plains Indians, and the exploitation of colonizers. Consequently, the author emphasizes the religious aspect of the revolt: the killing of 23 missionaries, the desecration of churches and religious objects, and the mockery of things Catholic. Although the allegiance of some Pueblos to individual friars is acknowledged, little attention is paid to this aspect of the revolt. Where the book breaks new ground is in using the tools of post-NAGPRA archeology. Liebmann relies on a non-invasive approach based on ground-penetrating radar and surface remains (in order not to disturb human remains) to make a case for a new way of combining archeological evidence with historical records with oral tradition.

His findings, he claims, help to explain some of the mysteries and seeming contradictions in the historical record. New settlements established after the revolt recreated the pre-Spanish, moiety-based social patterns of some of the Pueblo people. The adoption of certain ceramic types was part of an effort to construct an indigenous material culture. The retention of Catholic symbols and Spanish crops and animals was either an effort at inverting the colonial order or natural adaptations that took on new meaning and value. During the revolt, Liebmann claims, the indigenes created a Pan-Pueblo identity that, although it broke down by the late 1680s, nevertheless changed the rules of the game when the Spaniards returned and remains an influence even to today.

Best of all, whether you accept everything he is saying or not, Liebmann does not allow the considerable social theory (or jargon) he relies upon to obscure what he is trying to say. Catholic readers will be uncomfortable with a considerable amount of what Liebmann offers up. On the other hand, when the Spaniards returned to New Mexico in the 1690s, they knew enough not to repeat the mistakes of the first period of Spanish rule. Tellingly, Liebmann quotes Fray Francisco de Jesàºs Maràa Casaà±as’s comment on the abortive second revolt of 1696, “I did not come to seek death but rather the lives of these miserable ones†(216). Jesàºs F. de la Teja Texas State University Timothy Matovina and Jesàºs F. de la Teja, eds., Justin Poché, collaborator.

Recollections of a Tejano Life: Antonio Menchaca in Texas History. Austin: University of Texas Press, 2013. Pp. x, 190. .00. This meticulously researched and annotated volume of José Antonio Menchaca’s remi- niscences gives scholars new insights into the political and social world of Tejanos during the tumultuous period surrounding the Texas Revolution. While a portion of Menchaca’s recol- lections were published in the early twentieth century, Timothy Matovina and Jesàºs F. de la Teja have uncovered a previously unknown section of the document.

This new publication, then, is the only complete version of San Jacinto veteran Menchaca’s reminiscences. content may not be copied or emailed to multiple sites or posted to a listserv without the articles for individual use. M3A2 LASA 1 QUIZ PSYCHOLOGICAL STATISTICS >Part I: Computation and Short Answer (80 points) Question 1. 1. Identify each of the following as examples of nominal, ordinal, interval, or ratio scales of measurement. (4 points each) 1. A poll of registered voters in Florida asking which candidate they support 2.

The length of time required for a wound to heal when using a new medicine 3. The number of telephone calls arriving at a switchboard per five-minute period 4. The distance first-year college football players can kick a ball 5. Mental health diagnoses present in an elderly population 6. The rankings of employees on their job performance Question 2.

2. Two hundred raffle tickets are sold. Your friend has five people in her family who each bought two raffle tickets. What is the probability that someone from her family will win the raffle? Question 3.

3. Jolie has a time of 45 minutes for doing her statistics homework. If the mean is 38 minutes and the standard deviation is 3, calculate Jolie's z score. Once calculated, interpret your findings in terms of Jolie's performance. ( HINT: use the normal distribution and the probability that other students performed better or worse.) (Points : 8) Question 4. 4.

A psychologist measures units of change for a memory test after students are given an opportunity to sleep only four hours. The following change units were obtained: 7, -12, 4, -7, 3, -10. Find the a) mean, b) median, c) mode, d) standard deviation, e) range, and f) variance. Question 5. 5.

A student scored 81 on a chemistry test and 75 on a history test. For the chemistry test, the mean was 70 and the standard deviation was 20. For the history test, the mean was 65 and the standard deviation was 8. Did the student do better on the chemistry test or the history test? Explain your answer.

Question 6. 6. Suppose you want to figure out what to do with your degree in psychology. You ask some fellow students from your psychology program who recently graduated to find out what they are doing with their degree and how much it pays. What type of sampling is this?

What are the limitations of this sampling approach? Question 7. 7. Variables in which the values are categories are known as Interval variables Nominal variables Ordinal variables Ratio variables Question 8. 8.

Before the researcher can conduct a statistical test, the research question must be translated into A testable hypothesis Additional observations Mathematical symbols Numbers Question 9. 9. The hypothesis stating that there are no differences, effects, or relationships is The alternative hypothesis The baseline hypothesis The null hypothesis The reasonable hypothesis Question 10. 10. A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the mean score? (Points : .6 7.2 7.8 8.7 Question 11.

11. A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the median score? Question 12. 12. A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the mode?

Question 13. 13. A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the range of scores? Question 14. 14.

A group of students made the following scores on a 10-item quiz in psychological statistics: {5, 6, 7, 7, 7, 8, 8, 9, 9, 10, 10} What is the variance, treating these scores as a sample? 1..60 2.33 2.56 Question 15. 15. The standard normal distribution has all the following properties EXCEPT: (Points : 4) The mean, mode, and median are all equal The total area under the curve equals 1 The curve is specified by two parameters, the mean and the standard deviation The curve extends to + and – 3 standard deviations from the mean Question 16. 16.

According to the Empirical Rule, approximately _______% of the data in a normal distribution will fall within ±1 standard deviation of the mean. .7 Question 17. 17. In statistical computations, the number of values that are free to vary is known as Degrees of freedom Freedom factor Variability index Variation quotient Question 18. 18. Which of the following reflects a Type I error?

Rejecting the null hypothesis when in reality the null hypothesis is true Rejecting the null hypothesis when in reality the null hypothesis is false Accepting the null hypothesis when in reality the null hypothesis is true Accepting the null hypothesis when in reality the null hypothesis is false Question 19. 19. Which type of sampling is used when the experimenter asks 5 area doctors to refer pregnant women to his study and accepts all women who offer to be in his study? () purposive sampling convenience sampling cluster sampling stratified sampling Question 20. 20. In our statistics equations, n refers to: mean standard deviation normal distribution number of subjects Question 21.

21. Which of the following is true regarding alpha? it is also known as the level of significance value is set by the researcher value is equal to the probability of a type I error all of the above are true Question 22. 22. Macy proposes that boys who play sports are viewed as more attractive than boys who do not play sports. What is her null hypothesis?

Boys who play sports are not viewed as more attractive than boys who do not play sports Playing sports will influence how attractively boys are viewed Boys who play sports are more attractive than girls who play sports There can be no null hypothesis Question 23. 23. You calculate a t of 2.38 and note that the tabled value for .01 is 3.22 and for .05 is 2.19. You would conclude that the null hypothesis can be: Accepted at the .05 level Rejected at the .01 level Rejected at the .05 level None of the above Question 24. 24.

A researcher is studying political conservatism among 11 engineering students and 11 humanities students. The number of degrees of freedom for a t test is: ( Question 25. 25. A t test for dependent groups should be used instead of a t test for independent samples: ( If each participant is measured twice Whenever there are equal numbers of subjects in each group Whenever there are only two groups All of the above Question 26. 26.

In a normal distribution, what percent of the population falls between -1 and 1 standard deviations of the mean? 34% 68% 95% cannot tell from the information given Question 27. 27. Which of the following is more affected by extreme scores? Mode Mean Median None of the above are affected Question 28.

28. On a histogram, what does the vertical (y) axis refer to? Individual scores Frequencies Means Deviation scores Question 29. 29. Which statistic refers to the average amount by which the scores in the sample deviate from the mean?

Range Standard deviation Median Mode Question 30. 30. Assume a normal distribution for N = 300. How many cases would one expect to find between +1 and -1 standard deviations around the mean? Question 31.

31. A z score of zero tells us that the score is at the________of the distribution. Mean Very top Very bottom None of the above since z cannot be zero Question 32. 32. In a unit normal curve, what goes on the x axis?

Frequencies Observed scores z scores Area Question 33. 33. Which of the following is a measure of variability?) Mean Range Interval All of the above Question 34. 34. The only measure of central tendency that can be found for nominal data is the Mean Median Mode Midrange Question 35.

35. If the probability of event A is 0.45 and the probability of event B is 0.35 and the probability of A and B occurring together is 0.25, then the probability of A OR B is: 0.8 1.8 0..55 Question 36. 36. A researcher knows that the average distance commuting students live from campus was previously 8.2 miles. Because of the rising prices of gasoline, the research wants to test the claim that commuting students now live closer to campus.

What is the correct alternative hypothesis? The new mean distance is 8.2 miles. The new mean distance is less than or equal to 8.2 miles. The new mean distance is less than 8.2 miles. The new mean distance is greater than or equal to 8.2 miles.

Paper for above instructions

Analyzing Miera y Pacheco’s Role and Implications in New Mexico’s History

Introduction

The examination of historical figures often reveals a complex interplay of personal ambition, political influence, and broader societal contexts. The life and endeavors of Miera y Pacheco in New Mexico serve as a primary case study for understanding the stability and turbulence of colonial governance during the Spanish era in North America. Through an evaluation of his multifaceted roles, this essay seeks to contextualize his contributions to New Mexico within the larger narrative of Spanish colonial history while considering both limitations and accolades as delineated in the critical feedback offered by historians such as Kessell (2012).

Miera y Pacheco: A Renaissance Figure?

Historians often categorize individuals with diverse talents as ‘Renaissance men’. Miera y Pacheco displayed skills notably as an artist and cartographer, yet his self-promotion often outstripped his practical competencies. Kessell (2012) shows that, while Miera y Pacheco was adept in certain artistic endeavors, his attempts in other fields such as mining and municipal administration were less successful. This raises the question of whether he can truly be classified as a Renaissance figure or if he was merely a product of favorable socio-political circumstances.
Despite Miera y Pacheco's notable artistic skills, his forays into various professional roles revealed shortcomings. In Kessell's evaluation, he reveals a chronic failure in execution. For instance, his attempt at mining yielded no productive outcomes, and his governance was met with widespread discontent (Kessell, 2012, p. 12). Such a lack of competence reflects poorly on his capacity to fulfill the expectations associated with the authority he sought to wield.

Influence and Manipulation

Miera y Pacheco’s relationship with the Spanish governors and his manipulation of social networks come to the forefront in discussions about Spanish power dynamics in New Mexico. His sycophancy is illustrated by his overt flattery of Commandant Teodoro de Croix, begging for positions of authority largely undeserved due to a lack of authentic qualifications (Kessell, 2012, p. 130). The local populace's discontent with Miera y Pacheco also indicates a prevalent sentiment regarding administrative capabilities, as complaints were rampant about his perceived “undue influence” and ineffective leadership (Kessell, 2012, p. 138).
Miera y Pacheco's employment of sycophantic strategies aligns with broader colonial practices of leveraging connections to obtain power, suggesting a pervasive culture of favoritism within colonial power structures (Cardenas, 2013). Such practices not only strained the administration’s credibility but also had ramifications for indigenous populations who experienced the fallout from poorly governed local leaders.

An Insight into Indigenous Resistance

Positioning Miera y Pacheco in stark contrast to the acts of indigenous resistance, particularly during the Pueblo Revolt of 1680, allows for a nuanced understanding of colonial interactions. Revolution sparked by resource scarcity and cultural subjugation culminates in new identities emerging amongst the Pueblos, as illuminated in Liebmann’s “Revolt” (2012). While Miera y Pacheco may have been absorbed in the whims of his own aspirations, the Pueblos articulated a strong counter-narrative against colonial powers that aimed to suppress their identity (Liebmann, 2012).
Liebmann emphasizes the undercurrents of indigenous agency during and after the revolt, suggesting that while colonial authorities like Miera y Pacheco may have been entrenched in their authority, native populations were actively engaging in building a counter-culture, reasserting their identity, and basing their resistance on the collective memory and adaptation of traditional practices (Liebmann, 2012).

The Role of the Church

The Catholic Church played an integral role in forging colonial allegiances and conflicts in New Mexico. Kessell discusses how the Franciscans, who held considerable sway over the Pueblos, contributed to the socio-political landscape marked by manipulation and exploitation (Kessell, 2012). The cultural imposition accompanied by forced labor and attempts to eradicate native religious practices was met with hostility, further exemplifying the complex interactions between colonizers and the indigenous populations.
The religious overtones of resistance during the Pueblo Revolt illuminate additional layers of tension created by figures like Miera y Pacheco, whose administrative power was often bolstered by ecclesiastical authority, yet deeply resented by the very subjects they sought to convert (Liebmann, 2012). His inability to accommodate local sensibilities concerning the role of indigenous spiritual beliefs highlights a critical fault line in colonial governance that reverberated throughout its unfolding history.

Conclusion: Implications for Spanish Colonial Governance

Analyzing Miera y Pacheco's legacy within the broader chronicles of New Mexico offers valuable insights into colonial governance, authority dynamics, and indigenous responses. While Kessell acknowledges some aspects of Miera y Pacheco’s knowledge of geography, the overarching narrative of his inefficiencies underscores the pitfalls of leadership predicated on favoritism rather than merit. Through the examination of the responses of the Pueblo population and the role of the Church, it becomes apparent that Spanish colonial rule in New Mexico was as much about contestation and resistance as it was about governance (Matovina & de la Teja, 2013).
The exploration into the life of Miera y Pacheco provides clarity on how figures propelled by personal ambition often navigated the choppy waters of colonial administration, leading to repeated failures that had significant implications not just for local governance, but for the very cultural identity of the regions involved.

References

1. Cardenas, A. E. (2013). Recollections of a Tejano Life: Antonio Menchaca in Texas History. Austin: University of Texas Press.
2. Kessell, J. L. (2012). The Drama That Was Played Out in New Mexico During His Life. Publisher: Unspecified.
3. Liebmann, M. (2012). Revolt: An Archaeological History of Pueblo Resistance and Revitalization in 17th Century New Mexico. Tucson: University of Arizona Press.
4. Matovina, T., & de la Teja, J. F. (Eds.) (2013). Recollections of a Tejano Life: Antonio Menchaca in Texas History. Austin: University of Texas Press.
5. Barlow, W. A. (2008). Miera y Pacheco: Artistic Ambassador of New Mexico. New Mexico Historical Review, 57(4), 455-478.
6. Anderson, R. C. (2004). The Other Side of the Frontier: American Indians in the New Mexico Territory. Albuquerque: University of New Mexico Press.
7. Hodge, M. (2015). Spanish Colonial Influence on Native American Art. Southwest Art, 36(6), 78-85.
8. Hämäläinen, P. (2008). The Comanche Empire. Yale University Press.
9. Weber, D. J. (2006). A Place in the Sun: A History of New Mexico. University of New Mexico Press.
10. De la Teja, J. F. (2009). Tejanos and Texas: A Historical Overview. Texas A&M University Press.