for - critique - extreme wealth a reward for rare management skills - Andrew Carnegie - The Gospel of Wealth - Mondragon counterexample - to - stats - Mondragon pay difference between highest and lowest paid - article - In this Spanish town, capitalism actually works for the workers - Christian Science Monitor - Erika Page - 2024, June 7

critique - extreme wealth a reward for rare management skills - Andrew Carnegie - The Gospel of Wealth - Mondragon counterexample - This is invalidated today by large successful cooperatives such as Mondragon

to - stats - Mondragon corporation - comparison of pay difference between highest paid and lowest paid - https://hyp.is/QAxx-o14Ee-_HvN5y8aMiQ/www.csmonitor.com/Business/2024/0513/income-inequality-capitalism-mondragon-corporation

https://en.wikipedia.org/wiki/The_White_Man%27s_Burden

• Jesus and John Wayne
  • Book cover of Spanish Edition here:
    • https://www.amazon.com/Jes%C3%BAs-John-Wayne-Kristin-Kobes/dp/8412619889
  • Jesus nailed to a cross made of guns

LibreTexts Espanol

https://facundomaciasescritor.wordpress.com/2022/12/09/el-metodo-zettelkasten-usos-historia-y-funcionamento/

A nice overview of Zettelkasten space written in Spanish. A few quirks to be found, but generally sound.

https://quizlet.com/soniatsilis

https://conjuguemos.com/

Gideon, M.-K. (2022, February 23). Has Covid-19 Been Worse Than the 1918 Influenza Pandemic? Medium. https://gidmk.medium.com/has-covid-19-been-worse-than-the-1918-influenza-pandemic-1c3362f01bcc

https://forum.artofmemory.com/t/what-language-s-are-you-studying/73190

I've been studying Welsh on and off now for just over a year.

I've been using a mix of Duolingo for it's easy user interface and it's built in spaced repetition. I like the way that it integrates vocabulary and grammar in a holistic way which focuses on both reading, writing, and listening.

However, I've also been using the fantastic platform Say Something in Welsh. This uses an older method of listening and producing based teaching which actually makes my brain feel a bit tired after practice. The focus here is solely on listening and speaking and forces the student to verbally produce the language. It's a dramatically different formula than most high school and college based courses I've seen and used over the years having taken 3 years of Spanish, 2 of French, and 2 of Latin.

The set up consists of the introduction of a few words which are then used in a variety of combinations to create full sentences. The instructors say a sentence in English and the listener is encouraged in just a few seconds to attempt to produce it in the target language (Welsh, in my case), then the instructor says the sentence in Welsh with a pause for the student to repeat it properly, another instructor says it in Welsh with a pause for a third repeat. This goes on for 20 to 30 minutes at a time. The end result is that the learner gets into the language much more quickly and can begin both understanding the spoken language as well as produce it much more rapidly than older school based methods (at least in my experience, though I have known some college language labs to use a much more limited version of a similar technique). Each lesson adds new material, but also reviews over older material in a spaced repetition format as well so you're always getting something new mixed in with the old to make new and interesting sentences for conversation.

SSiW also has modules for Manx, Cornish, Dutch, and Spanish.

I find that the two done hand in hand has helped me produce much faster results in language acquisition in an immersive manner than I have done previously and with much less effort.

Russia’s Sputnik V Covid vaccine gaining acceptance in Europe. (2021, March 10). The Guardian. http://www.theguardian.com/world/2021/mar/10/russias-sputnik-v-covid-vaccine-gaining-acceptance-in-europe

The Conspiracy Theory Handbook | Center For Climate Change Communication. (n.d.). Retrieved March 3, 2021, from https://www.climatechangecommunication.org/conspiracy-theory-handbook/

COVID-19 vaccine - King County. (n.d.). Retrieved March 2, 2021, from https://www.kingcounty.gov/depts/health/covid-19/vaccine.aspx

Adam Kucharski. (2021, August 5). Reading with hindsight, some interesting details in this 2018 piece on the places that escaped the 1918 pandemic... 1/ https://t.co/QWobRtmGcU [Tweet]. @AdamJKucharski. https://twitter.com/AdamJKucharski/status/1423297060380442632

Return to Mexico, Challenges, Bureaucracy, Language; Feelings, Dreams

Time in the US, Homelife, Mexican traditions, Holidays, Spanish language, US traditions, Holidays

Time in the US, School, Kindergarten, Elementary, Learning English, Arriving in the United States, Living situation, Homelife, Parents, Expectations

Time in the US, School, Elementary, Learning English, Teachers, Discrimination/stigmatization, Working hard; Time in the US, Feelings, Frustration, Determination

Example Manifold projects mentioned during Manifold – Building an Open Source Publishing Platform.

SunderlandLollipops💙. ‘Spanish Flu of 1918 Had Idiots: “Authorities Shut down Businesses & Some People Complained about Having to Wear Masks”. Covid 2021: We Have Usforthem 🙄. #masksinclass Https://T.Co/McmK9zRCjX’. Tweet. @SunderlandLolly (blog), 5 March 2021. https://twitter.com/SunderlandLolly/status/1367862995204837377.

Alfani, G. (2020, October 15). Pandemics and inequality: A historical overview. VoxEU.Org. https://voxeu.org/article/pandemics-and-inequality-historical-overview

Schwand. H., (2020). Pregnancy during the Pandemic. Institute of Labor Economics. Retrieved from: https://covid-19.iza.org/publications/pp161/

Lin, P. Z., & Meissner, C. M. (2020). A Note on Long-Run Persistence of Public Health Outcomes in Pandemics (Working Paper No. 27119; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27119

Bordo, M. D., Levin, A. T., & Levy, M. D. (2020). Incorporating Scenario Analysis into the Federal Reserve’s Policy Strategy and Communications (Working Paper No. 27369; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27369

Barro, Robert J, José F Ursúa, and Joanna Weng. ‘The Coronavirus and the Great Influenza Pandemic: Lessons from the “Spanish Flu” for the Coronavirus’s Potential Effects on Mortality and Economic Activity’. Working Paper. Working Paper Series. National Bureau of Economic Research, March 2020. https://doi.org/10.3386/w26866.

Bodenhorn, Howard. ‘Business in a Time of Spanish Influenza’. Working Paper. Working Paper Series. National Bureau of Economic Research, July 2020. https://doi.org/10.3386/w27495.

Pulido, Edgar Guillermo. ‘Validation to Spanish Version of the COVID-19 Stress Scale’. Preprint. PsyArXiv, 17 July 2020. https://doi.org/10.31234/osf.io/rcqx3.

Phillips, T. (2020, June 14). “The country is adrift”: Echoes of Spanish flu as Brazil’s Covid-19 catastrophe deepens. The Guardian. https://www.theguardian.com/world/2020/jun/14/brazil-coronavirus-spanish-flu

Cohn, S. (2020 May 01). Face masks: What the Spanish flu can teach us about making them compulsory. The Conversation. http://theconversation.com/face-masks-what-the-spanish-flu-can-teach-us-about-making-them-compulsory-137648

LePan, N. (2020, March 14). Visualizing the History of Pandemics. Visual Capitalist. https://www.visualcapitalist.com/history-of-pandemics-deadliest/

Lessons from the Spanish flu: Social distancing can be good for the economy. (n.d.). The Economist. Retrieved April 17, 2020, from https://www.economist.com/graphic-detail/2020/03/31/lessons-from-the-spanish-flu-social-distancing-can-be-good-for-the-economy

Tilbury Fort is an artillery fort on the north bank of the River Thames in England, built by King Henry VIII to secure it against France. It was later reinforced over concerns of invasion by the Spanish Armada in 1588.

A Spanish fleet of about 130 ships. It sailed in late May 1588, under the command of the Duke of Medina, with the mission of escorting an army from Flanders to invade England. The aim was to overthrow Queen Elizabeth I and Protestantism in England.

This "civilized port" called Valdivia, was named for invader Pedro de Valdivia, who also established what became Santiago de Chile in the mid 16th century.

Valdivia became the first governor of the Captaincy General of Chile. In that post, he obeyed the viceroy of Peru and, through him, the King of Spain and his bureaucracy. Responsible to the governor, town councils known as Cabildo administered local municipalities, the most important of which was Santiago." (History of Chile), Wikipedia)

"The greatest resistance to Spanish rule came from the Mapuche people, who opposed European conquest and colonization until the 1880s; this resistance is known as the Arauco War. Valdivia died at the Battle of Tucapel, defeated by Lautaro, a young Mapuche toqui (war chief), but the European conquest was well underway." See "A Brief History of the Mapuche People."

"View of Concepción, 1615." Concepción is situated just north of the Island of Santa Maria.

The Malaysian archipelago was a major center of the spice trade and maritime commerce with Europe. Its takeover, first by Portugal in 1511, then by the Dutch East India Company in the mid-16th century, and followed by British colonization at the end of the 18th century, further complicated the diverse socioeconomic and cultural conditions that develop in the midst of international trade. Then as now, the flow of capital and goods made piracy a lucrative, albeit dangerous, activity. For more information see The Maritime Heritage Project.

Map of Lima, cir. 1750

Lima was "founded)" by Spanish conquistador Francisco Pizarro, who assassinated the Inca ruler Atahualpa in his effort to claim Peru for the Spanish crown.

As the seat of the Viceroyalty of Peru, Lima was also the center of the brutal Peruvian Inquisition, which ended for good in 1820.

Painting of a victim of the Inquisition paraded through streets by afro-Peruvian painter Acuarela de Pancho Fierro (1807-1879).

See this page on the history of the saya y el manto in Spanish colonial Peru

The Spanish Main comprised all colonial properties of Spain in the Americas.

See this article by Verônica Undurraga Schüler on the dynamics of class relationships as they pertain to Spanish-colonial constructions of masculine authority and honor. In particular, it addresses "the relationship between honor and social practices in Chile's eighteenth century and analyzes ... various manifestations of the social ways used to deal with honor at that time, together with the inquiries about mechanisms used to restore honor and its links with traditional masculinity."

Spanish 100

I find it very interesting that Jefferson recognized the importance of the Spanish language. Today, many people do not see the importance of speaking Spanish and some even have a negative connotation towards Spanish speakers here in the United States. This does not make sense to me since a large base of this country which is also the back bone is made up oh spanish speaking latinos and latinas. People tend to overlook this, however they do not understand that the best way to communicate with this population is by catering to their language. Even when there are resources available for underserved communities, spanish speakers are often left uninformed or have to rely on their younger children to translate for them. Besides being a business advantage, learning the language is also important to better serve a huge part of the American population, especially since there is no official language of the United States.

It is worth noting that the writers of "The Rockfish Gap Report" recognized the importance of international affairs, particularly when it came to their closest neighboring states. The desire to teach Spanish further reveals the wish that students of the University of Virginia might play an active role in those international affairs by effectively communicating with the populations of those neighboring states. This section of the report reminds me of the Monroe Doctrine when James Monroe declared the independence of the Americas from European colonialism in 1823. Therefore, the desire to teach Spanish reflects the desire to form a powerful allegiance among the states of the Americas, particularly against Europe. I also found it interesting that they mention that the early history of the Americas was written in Spanish. As a result, by teaching Spanish, the students will be able to directly translate and learn of the history of the Americas.

-- David

how many classes they offer--- they offer language classes. do they study english? they also study orientation and religion, so how would religion fit in with sexual orientation?

Important information about por/ para

Spanish he/she has a wide range of options in job opportunities after the completion of graduation. Spanish major is really very helpful for the students as it provides them with a greatly enriched view of the entire world around them. It is helpful to them because it also provides them with the best Spanish language skills which are really important in many professional occupations.

Title: What is it? An oral history of Izzy, the mascot marketing snafu of Olympic proportions - Atlanta Magazine

Keywords: fantastic mascot—cobi, public appearances—, bob cohn, atlanta-based artist, york city, billy wanted, spanish art, children thought, vice president, senior director, blue blob, acog spokesperson, billy looked, easy character, olympic city, olympic games, olympic bid, question billy

Summary: <br>Bob Cohn, cofounder of public relations agency Cohn & Wolfe, member of Payne’s mascot committee: In Barcelona in 1992, they had a fantastic mascot—Cobi, who was typical of Spanish art and filled with creativity.<br>Some of them wrote us back letters [that essentially said] “The nerve!” or “We’re not doing anything for nothing.”<br>So it couldn’t be characters that existed in Georgia lore.<br>Somebody sent us a deer.<br>John Ryan, then senior director at DESIGNefx, the animation division of Crawford Communications: The basic job was to design something that would appeal to children and broadly on a world stage.<br>Photograph by Rich Mahan/Atlanta Journal-Constitution via AP<br>It wore five Olympic rings—two on its eyes and three on its tail—and oversized sneakers nearly half the size of its body.<br>Bob Brennan, then ACOG spokesperson: Billy Payne wanted to do something modern, reflective of the technological world we lived in.<br>You had movies like Jurassic Park, Total Recall.<br>Shuman: I received Hi-Rez right at the deadline, a Friday.<br>When Billy looked at that [proposal], he said, “Gee whiz, wow.<br>Payne: As CEO of the Olympic Games, I felt it was both our responsibility and within my authority to make whatever decisions needed to be made.<br>Shuman: By the time I got back on Monday afternoon, Ginger told me Billy had made his decision.<br>Were we raising enough money?<br>Shuman: You didn’t question Billy.<br>Payne: The logical question that you would ask on seeing it is “What is it?” I guess we just said, “Well, we should just put it into one word.”<br>Shuman: The name, Whatizit, was almost worse than the character itself.<br>Does it all run together?<br>Ryan: We had to have [final] designs submitted by March [1992], knowing it’d be debuted in August at the Barcelona Games.<br>It really looked funky.<br>In a huge stadium it can’t be little.<br>Shuman: To generate interest about the mascot, we did these billboards all over town saying, “Whatizit?” We built up this huge anticipation.<br>Ryan: It was made very clear that if secrecy was violated, Crawford could lose future contracts.<br>Photograph courtesy of Harry Shurman<br>Meanwhile an amorphous animated character filled the stadium’s video monitors.<br>Evans: I took the field with Gregg Burge, the famous New York [tap] dancer.<br>Joel Babbit, CEO of the Narrative Content Group, veteran ad exec who worked with Payne to promote the Olympic bid, and City Hall’s first-ever chief marketing and communications officer under Jackson: If Maynard had an opinion, he kept it to himself.<br>“How do you say ‘Whatizit’ in Mandarin?”<br>Like, this is it?<br>Completely and totally horrified.<br>They’re complaining: This is terrible.<br>But [ACOG] had a lot riding on the mascot financially from license sales.<br>Robert Hollander, then ACOG’s vice president of licensing: My heart dropped into my stomach.<br>Hula: It’s something that’s supposed to evoke an image of Atlanta, the host city, and it really didn’t do that at all.<br>We didn’t even think we were compelled to do something that would make somebody in Australia say, “That mascot must be from Atlanta, Georgia.” It never crossed our minds.<br>It was sort of like a bigger Charlotte.<br>Photograph courtesy of R. Land<br>Ronnie Land, an Atlanta-based artist, better known as R. Land, who has made Izzy-inspired art: This was our “Hey, world, we’re Atlanta” moment.<br>LaTara Smith (née Bullock), ACOG’s “project coordinator for Izzy appearances” during the Olympics: I’ve heard everything from toothpaste to blue blob.<br>Hiskey: People were going to focus on the crazy blue thing because there wasn’t a lot of other cool stuff here.<br>Bob Hope, president of Atlanta-based public relations firm Hope-Beckham Inc.: I thought [Billy] briefly lost his mind.<br>Kevin Sack, a New York Times reporter based in Atlanta, wrote in a 1996 story that “[i]t is precisely Izzy’s nothingness that has unwittingly made him an apt symbol for this Olympic city.<br>Whatizit’s costume made Mike Luckovich’s punchline.<br>People were embarrassed [by Whatizit].<br>You wish people would look at the good stuff instead of focusing on the minutiae and losing the big picture.<br>Campbell: I suspect I hurt some people’s feelings.<br>Photograph by Raymond McCrea Jones<br>ACOG officially retired Whatizit in October 1993.<br>It worked.<br>Babbit: I liked the name Izzy.<br>Jacqueline Blum, senior vice president of Film Roman, the animation studio behind The Simpsons, King of the Hill, and Garfield and Friends, which produced an Izzy cartoon for TV: Izzy was a character created by committee.<br>Ryan: You got into a scenario where you have multiple art directors and bosses.<br>Hope: [Izzy was] like New Coke.<br>Smith: Izzy developed a nose.<br>Shuman: We had these stars coming out of his tail at one point.<br>I raised my hand and said, “Maybe not?” They left the shoes the way they are.<br>The costume had to get softer.<br>Evans: Children loved the mascot.<br>I’d guess probably close to 15 percent.<br>Watkins: I’m guessing [the bestselling item] would be the doll that was 12 inches that could be carried under a kid’s arm.<br>Lounge chair pillows.<br>Shuman: Billy wanted to market the shoes.<br>Blum: It’s not a particularly easy character to animate.<br>Hollander: Our broadcast partner, NBC, had gotten out of the children’s program business.<br>Watkins: They created an Izzy balloon that flew in New York City in the Macy’s Thanksgiving Day Parade.<br>Photograph by Caroline C. Kilgore<br>Evans helped create a mascot program that recruited volunteers through auditions.<br>Smith: By the time the Olympics came around, we had upwards of 20 Izzys that could be in different places at one time.<br>I asked [Izzy], “How does one become the mascot?” They were having tryouts the next weekend.<br>Don’t exclude children.<br>For example, Izzy loved everyone, so whether it was a critic or a fan, you didn’t show any negative emotion.<br>Izzy had a size 22 sneaker, so you had to fit your shoe inside Izzy’s shoe, inside another little pocket, and be able to walk around in his big feet.<br>Jay: You entered through the top of his mouth.<br>Smith: A lot of children thought it would be fun to swing on the tail.<br>Evans: The lighting bolt eyebrows and rings on the tail were prime targets for being pulled, punched, or ripped off for a souvenir.<br>Smith: Handlers began watching the perimeter.<br>Photograph courtesy of Harry Shuman<br>Is he still waiting for a shuttle bus?<br>Smith: We took over one of the Olympic headquarters offices.<br>Other times it would be outside as a crowd-pleaser.<br>Jay: We were instructed to wear the Izzy costume 30 minutes on, 30 minutes off, because you would sweat.<br>Wilsterman: There were two fans at the top of Izzy’s head [inside the costume].<br>I was able to whisper into a little microphone that went into the escort’s ear.<br>Smith: Izzy didn’t talk.<br>Izzy didn’t do public appearances—only [ones for] ticketed sponsors.<br>Brennan: I don’t think Izzy showed up at the closing ceremony.<br>Jay: When the flame went out, so did Izzy.<br>The question came up: Can someone dress up in the Izzy costume to greet visitors in the Atlanta History Center?<br>Photograph courtesy of LaTara Smith<br>Smith: I still have one of the Izzy costumes.<br>Payne: People didn’t like it.<br>I never lost my enthusiasm for Izzy.<br>Was it the greatest experience of my life?<br>Evans: I do appreciate the originality and willingness to do something different.<br>Land: Atlanta tries so hard to be what we think the world wants to view us as.<br>Shuman: Izzy was kind of like Colony Square—a little bit before his time.<br>Smith: It would’ve been easier to have a phoenix.<br>It didn’t say anything.<br>Babbit: It doesn’t matter what it was.<br>It was bizarre.<br>An image of Izzy?<br>Shuman: Usually everything Billy touched turned to gold.<br>This article originally appeared in our July 2016 issue.<br>Tags: 1996 Atlanta Olympics, 1996 Olympics, Atlanta Olympics, Billy Payne, Izzy, John Ryan, Olympics, R. Land, Whatizit<br>

Hi! I'm interested in translate the handbook into spanish, but I have a couple of questions: 1) Is someone already doing this? and 2) is there any methodology or guidelines of the flow of information among translators?

1. Through persuasion and the belief that Cortez was the God Quetzalcoatl the Spaniards entered in peacefully and captured Montezuma.
2. The Sistema de Castas organized individuals into racial groups based on their supposed "purity of blood".
3. This racial hierarchy was created as a prerequisites for social and political advancement. Iberian-born Spaniards occupied the highest levels of administration. Their descendants, New World born Spaniards occupied the next rung. Those mixed with Spanish and Indian heritage followed.

1. How does internal tension in the Native American empires of the Americas aid Spanish attempts to create their empire?

2. The Spanish wanted to take over the natives land because of the wealth and happiness it could bring to them. Central and South America was rumored to have fortunes around the land.

3. In the biological exchange between Europeans and Native Americans, what diseases, plants, and animals were exchanged? The diseases that Europeans brought over to the Americas were measles, smallpox and influenza. Domesticated animals, squash, beans, corn and tobacco were among the many things traded between the Native Americans and the Europeans.

4. What are the ways that European powers claim their right to claim land in the Americas?

5. The pope authorized the Europeans to claim the land, claimed they discovered the land, and claiming they improved the land from the people they took it over from.

It is amazing how many people risked their own lives just to come to America because they knew that they could make money off of what was already there.

The Spanish was trying to take control over North and Central America. They were taking away valued goods from the Native Americans and made money off of it.

Mundy, B. "Spain and the Imperial Ideology of Mapping" in The Mapping of New Spain. Indigenous Cartography and the Maps of the Relaciones Geográficas. Chicago: The University of Chicago Press. 1996

While Mundy’s approach to the production of maps in the Spanish empire centers on the figure of the king and his connection to territories near and far from him, she does so in order to exemplify the way man in 16th-century Europe positioned himself within the world. Through this view, for example, the maps serve as a way for Phillip II to legitimate his rule over the empire, especially in the New World territories.

Mundy's research questions explore why different/varied methods of representation were important in the 16th-century European context (i.e. choreographic vs. geographic maps), and how these translated into understanding space in New World from an Old World perspective.

In order to answer her main questions, she examines two mapping commissions ordered by Phillip II and carried out by Anton van den Wyngaerde and Pedro de Esquivel. She identifies the distinct methods of representation used by the artists taking into account the broader historical and geographical context that would eventually influence the way the territories in the New Spain would be represented, as happened with the creation of the Relaciones Geograficas in New Spain.

Mundy effectively help us understand the significance of mapping (along with the different methodologies of doing so) from a conceptual as well as a methodological point of view. Her analysis, as well as contextualization of the van den Wyngaerde and Esquivel maps offers a glimpse onto the conceptual frame that informed Europe’s initial understanding of the New World as part of the greater whole that was the Spanish empire. However, as she stresses the importance of the tangible nature of the lands (at least through maps), her visual examples become limited as she only provides an example of Esquivel’s work. It would have been very useful to compare it to the work of van den Wyngaerde (the distinction between choreographic and geographic maps remained unclear without a visual aid).

Mundy's contribution lies in prompting us to think about different ways of engaging with space, and what that engagement signifies within a given context (i.e. for Phillip II, engaging his New World possessions through visual representations of the maps legitimized his status as king given that he could not physically rule overseas, thus he still has control over this space).

“In both kinds of maps [van den Wyngaerde’s and Esquivel’s], man defines his relation to the world through his ability to measure it” (Mundy, 4)

Origin of Spanish dominating indigenous culture in Bolivia...

Week 12 Video Lecture

Study Questions:

How is St Domingue divided by race and class?

What were Napoleon's plans for St Domingue?

1) The goals of the Spanish were to build empires both secular and religious. The religious goals were to win people for Catholic church and the secular goals were to gain more power over the southern and northern america to have access to the wealth and gold.

2) The greatest killer was the smallpox diseases that almost erased human life which was spread through direct human contact. Other diseases that killed Native Americans were influenza, malaria, whooping cough, diphtheria, and measles. European also brought in large domestic animals such as sheep, cattle, pig, and horse and plants e.g corn, avocado, squash, pineapple, peanuts, potatoes, etc which was more nutritious than the wheat, rice, barley and oats that the Native Americans were used to consuming.

3) The Europeans claimed their right on claiming the land in America by the authority of the pope. Europeans also claimed to have conquered the native Americans and discovered the land. They claimed possession by occupying the land.

The above statement elicits that the Native Americans were thought of as mere worthless creatures who could be used as pleased by the Spaniards.

Study Question:

What were the reasons that England entered in the competition for empire in the Americas?

Study Question:

What was the "Black Legend" and how did other European powers use it to justify their attempts to compete with Spain for empire in the Americas?

More info on the Treaty of Tordesillas

Week 3 Video Lecture: Collision of Cultures

Study questions:

How does internal tension in the Native American empires of the Americas aid Spanish attempts to create their empire?

What racial system is established by the Spanish in the New World? Why is it established and how does it operate?

Study questions for this section:

What roles do sugar and slavery play in the expansion of European empires?

What diseases devastate Native American peoples?