Cross-Cultural Interactions Essay Example | Topics and Well Written Essays - 1500 words

Cross-Cultural Interactions - Essay Example Cross-cultural interactions between 500 and 1500 CE The period between 500 CE and 1500 CE saw the emergence of various cross-cultural events that are crucial in understanding world history. These cross-cultural interactions had significant socio-economic and political ramifications for all the societies that were involved. Previous centuries had seen a long period of instability in major societies such as China, Southwest Asia, Mediterranean and India. During 500 CE, the aforementioned societies were faced with a need to restore social and political order. This stability was to be provided by empires that were well established which were Tang, Abbasid and Byzantine from China, Southwest Asia and eastern Mediterranean respectively. These empires commanded order over vast territories and had economies that were very powerful. Core to cross-cultural interactions was the spread of major religions. In particular, Islam spread across India, North Africa and the Iberian Peninsula. Another religion that played a vital role in bringing about cross-cultural interactions was Buddhism, which alongside with Confucianism spread from China via Korea to Vietnam. This period was also characterized with the spread of Christianity in the northern and the western part of Europe (Bently pg753). The beginning of 1000 CE and subsequent years saw a quick change in cultures throughout the world. Kingdoms and states became more centralized and cross-cultural interactions increased tremendously.... Kingdoms and states became more centralized and cross-cultural interactions increased tremendously. In America, this is the period that led to the emergence of Andean, Mayan and Mississippian cultures. European renaissance, which is a major event in world history, occurred during this period. In addition, great empires and centralized states such as the Mongol empire in Asia emerged during this period. However, during the 14th century, cross-cultural interactions decreased tremendously following the demise of many participants in long-distance trade through bubonic plague. The Europeans and the Chinese were major culprits as they lost millions of people to the epidemic. The cross-cultural interactions did not die completely. The 15th century was a period when the western Europeans became prominent due to the wealth they had amassed from cross-cultural encounters with various societies. This prominence set standards for their part in influencing major undertakings in various parts of the world even in the modern world (Bently pg766). Significance of the Cross-Cultural Interactions The conquests and trading activities that were carried out by Muslim states led to a remarkable distribution of food and crops throughout Asia, which resulted to growth of population and increased food production in Europe, China and North Africa. Long distance trade was an aspect of culture that developed during this period. This trade brought major implications in culture and religion. Merchants carrying out this trade traversed various societies and cultural regions whereby they integrated with new communities. These merchants played a major role in the establishment of religions such as Buddhism and Hinduism in Asia, Christianity in Asia and Islam in some parts

Educationally Driven Assimilation Essay -- Education, Politics

The United States educational system has existed nearly unchanged for hundreds of years. As the system itself remains the same, the content in courses has not. The discussion of what courses should and should not be required or even offered has shifted into a question of politics. As the movement towards becoming more politically correct has expanded, so has its influence upon the educational system. Education on racial issues, which was once deemed as necessary, are now being removed out. A university that feeds on fear-driven proposals offered by the politically correct movement ultimately decides to remove courses that may be falsely perceived as discriminatory. There is a single question that must be asked due to this new trend. Is political correctness being used to target and remove racial issues from the classroom in an attempt to assimilate all cultures? Using three arguments, this paper will seek to support the idea that forcing political correctness into a classroom removes racial issues, and attempts to assimilate minorities. First, political correctness demands modification of both the educational structure, and of the student. Second, political correctness assimilates both the language and actions of individuals. Third, a discussion of white dominance is required to stop a forced assimilation and create a mutual respect of differences instead. Although being politically correct appears to be good on face, the concept can be weaponized in an attempt to halt unwanted discussion. A highly regarded professor from Harvard was ultimately forced to stop offering his class â€Å"Peopling of America† due to its focus on racial issues. (Taylor, 198). Although the Harvard professor was teaching the same course that ... ...the ideals of political correctness target and assimilate cultural differences. The ideals of being PC require followers to think alike, act alike, discuss things alike, and avoid all of the same questions. Uniformity is not the answer to solving cultural differences. When uniformity is preferred it creates a binary that allows individuals to be considered part of the group or different. It is this categorization of individuals that allows the elite to manipulate and oppress against individuals in the United States. The elites can target a group and the majority will find it justified as that group is not part of the unified. The alternative, however, is to allow discussions of difference to occur. If our society can grow to respect differences instead of try to assimilate them, then we will ultimately have a whole group that can include any form of minority.

Determining the of the Effect of the Concentration of Na2S2O3 on the Rate of Reaction Essay

In this experiment we reacted different concentrations of Na2S2O3 (aq) with a constant volume of HCl, and measured the time it took for the X drawn under the beaker in black marker to disappear. Uncertainty Details: 1. The uncertainty in the volume of Na2S2O3 (aq) and H2O (l) is given by manufacturer of the burettes. As we find the change in the volume in the burette, the uncertainties are added, and the uncertainty in the volume is  ±0.1cm ³ 2. The uncertainty in the HCl is given by the manufacturer of the measuring cylinder. 3. The uncertainty in the time is a rough estimate calculated by me trying to perfectly stop the stopwatch at 5 seconds three times in a row, and in all cases it was about 0.4 seconds reaction time. 4. The uncertainty in Total Volume of Na2S2O3 (aq) and H2O is found by adding the uncertainty in the volume of H2O and the uncertainty in the volume of Na2S2O3. Observations: 1. We stirred all solutions. 2. There is a small delay between when we started the stop watch and poured the HCl, as it is impossible to perfectly coordinate this. 3. Bad smell released. 4. The stirring speed was not the same for each reaction, though it was attempted to be replicated equally for each reaction. 5. The uncertainty given by the last figure on the stop watch was very inaccurate to use, therefore we calculated the reaction time instead to give a more true uncertainty. However this value has a range, so it is not necessarily accurate. Calculations To calculate the concentration of the Na2S2O3 in each trial, we use the equation: . As for both trials the volumes are all identical, we can simply calculate the concentrations for the first trial, and use them for the second. For the first solution, we apply the equation, and thus we do: (10.0cm ³/50.0cm ³)*0.2 à ¯ 0.04M. As for the uncertainty here, we must add the fractional uncertainty in the volume of sodium sulfate and total volume, and then multiply it by the concentration. The uncertainty in the initial concentration is unknown, so we do not use any value for it. So (0.1/10.0)+(0.2/50.0) = 0.014. 0.014*0.04 = 0.00056 à ¯ 0.0006. This can be repeated for all the other concentrations, and is shown in the following table: Concentration of Na2S2O3 (aq) (M) Uncertainty in Concentration (M) Time for Trial 1 ( ±0.4)(s) Time for Trial 2 ( ±0.4)(s) 0.0400 0.0006 125.2 133.2 0.0800 0.0007 61.4 65.1 0.1200 0.0009 40.0 36.7 0.160 0.001 29.1 29.8 0.2 Unavailable (0) 24.1 23.4 As in the last concentration no water is added, the whole solution has the same concentration as the initial concentration, so the uncertainty is unknown. Now as the volumes for both trials were identical, we can find an average of the times for both trials. To do this we add the 2 values and divide by 2. For the first one this would be (125.2+133.2)/2 = 129.2s. The uncertainty here would not be affected so it is still  ±0.4 for all times. Now that we have these results, we can find the order of the reaction with respect to Na2S2O3. Now as we know that in order for the x beneath the beaker to not be visible, a certain amount of the product must be produced, we assume the same amount of the products is produced in each solution. This then allows us to assume the same amount of the reactants is used up for the x to be formed in all experiments, so even though we do not know the change in concentration of each reaction, we know that it is about the same. Therefore if we plot 1/time against concentration, we should be able to see the relation between the concentration and the rate, even though we do not have the correct rate. Concentration of Na2S2O3 (aq) (M) Uncertainty in Concentration (M) 1/time (Rate) (mol dm-3 s-1) Uncertainty in Rate (mol dm-3 s-1) Now we can plot this: – As we can see in this graph, it is linear, and Rate is proportional to 1/time. This means that the order of the reaction with relation to Na2S2O3 is 1. Also as the gradient of the line is 0.2166, this tells us that in the rate equation K = 0.2166mol-1dm3s-1. So the rate equation is: Rate = 0.2166[Na2S2O3][HCl]y. However we do not know the order of HCl as we did not vary the volume of HCl. Conclusion To conclude, we have calculated the order of the reaction with respect to Na2S2O3 to be 1. This was efficiently experimentally calculated as shown by the graph above. The graph is very fitting, and there are no anomalous points on it. As the R ² value is so close to 1, we can see that our line fits very well, and that the results are quite precise. Also as we can see from the graph, while the y intercept is supposed to be 0, it is 0.0009. This is due to systematic error. While this is not 0 like would be ideally, this is not a problem as it is a very small number, and rather insignificant as it would be nearly impossible to have absolutely no systematic error. This error could have been caused by multiple things, though there were no factors that particularly affected the results significantly. The result is extremely accurate, as we were told by our teacher the expected order was 1. Evaluation Improvements Even though the x disappeared, this does not mean the same amount of precipitate was formed. As the x disappearing is a very unreliable method as the amount of precipitate formed could be more or less in each trial, even if the x disappears. This means we have to make the assumption that the same amount of precipitate was formed so that the same number of moles are used up, allowing us to find the rate and order. This added to our systematic error, thus less to slightly less accurate results as some points may have taken more or less time than needed. Also one of the most error causing points for sure in this experiment is deciding when the x had disappeared, as I recall countless times in which it had looked like it had disappeared, however it was not completely. However, I did attempt to stop the stop watch at the same point for each one to make it a fair test. As it was unclear at times whether or not the x had disappeared, this would have led to an increase in rate in some trials, and a decrease in rate in others, so the overall effect is unknown. The x drawn could have been drawn bigger and with thicker ink allowing it to stand out much more. This would have meant that as it was easier to see, once it had disappeared completely I would easily be able to tell that it had disappeared as it stands out more. Alternatively, a light meter could have been used, which detects the levels of light[1]. A light source can be place above the beaker, such as a simple lamp. Once enough precipitate has formed, the light meter should detect no light. The data can either be measured using a data logger, which would be started when the reaction was started, and automatically stopped by the light meter, or simply using a stop watch however starting and stopping the time according to the light meter. The temperature in this experiment was not maintained. Though the reactions all took place in the same room within a 1 hour range, the temperature may have varied in that time, so the rates could have gone up or down depending on the temperature of the room, which could have slightly affected our results. This would have also contributed to the systematic error in the experiment. Furthermore, the temperature during each trial may have also not remained constant, which could have led to slightly different calculated rates. The temperature could have been monitored during each trial so we can see when the rate could have been affected by a rise/fall in temperature. Also if the room was air-conditioned at a constant temperature, this would have meant the room temperature would stay the same (assuming no windows/doors are opened in the time). The uncertainty in the stop watch was much smaller than the actual uncertainty, so I attempted to find my reaction time, which was 0.4. However, when conducting the experiment it is impossible to tell if every time my reaction time was that, as it may have been more or less. This may have increased or decreased the uncertainty here. I could have taken a larger range of samples for my reaction time to get a more accurate value. As I poured the HCl and started the stop watch at the same time, this meant there was a small delay between when I poured the HCl in and when the stop watch was started. This means that the time was a little bit less than it had to be, once again adding to the slight systematic error. I could have gotten a fellow class mate to press the stop watch as soon as I poured the HCl in, so that there was a much small delay, and more precise results, as well as a smaller systematic error.

Using the Spanish Verb Andar

In its normal usage, the verb andar means to walk. However, it is often used more broadly with a vague meaning that isnt readily translatable—meaning something along the line of to function, to do, to go along, or even simply to be. Examples of Using Andarfor Walking Here are some examples of the verb being used with its common, most literal meaning: Yo andaba con mi amigo Adry. (I walked with my friend Adry.)Cada maà ±ana, Pedro andaba cuatro kilà ³metros. (Every morning, Pedro walked four kilometers.)Ella anduvo llorando el camino a su casa. (Crying, she walked the road to her house.)Vamos a andar por las calles y los neighborhoods de nuestra ciudad. (We are going to walk through the streets and villages of our city.) In many cases, andar can be used more broadly to mean simply to travel or to go: Todo el mundo andaba a pie pero los de la clase media andà ¡bamos en tranvà ­a. (Everybody traveled by foot, but we in the middle class traveled by streetcar.)Mà ¡s del 70 por ciento de los nià ±os andan en bicicleta. (More than 70 percent of the children bicycle.)Ando tras mi gato, que desaparecià ³. (Im going after my cat, who disappeared.) Andar Meaning ‘To Behave’ Andar can be used to refer acting or behaving in various ways. The reflexive form andarse is often used in this way. Tu nobleza innata no te permità ­a andar con malicia ni trampear. (Your innate honor doesnt allow you to behave maliciously nor to cheat people.)  Se andaron muy estrictos en mantener el anonimato absoluto. (They acted in a very disciplined fashion to maintain absolute anonymity.)  Los empleadores chinos se andan con cautela. (The Chinese employers are behaving cautiously.) Andar Meaning ‘To Function’ When a thing is the subject of the sentence, andar can be used to mean to function (much like the English verb to run can sometimes be used in the same way). Si se humedece esa motocicleta no anda. (If it gets wet, that motorcycle doesnt run.)Hay seà ±ales que no anda bien la conexià ³n. (There are signs that the connection isnt working well.)Mi telà ©fono no anda para llamar a ciertos nà ºmeros. (My telephone doesnt work for calling certain numbers.) Using Andar With a Gerund When followed by a gerund (a verb form ending in -ando or -endo), andar can mean something similar to go about. It can even be less specific in terms of action than that, serving as kind of a substitute for estar, forming a kind of a continuous tense. Translation will depend largely on the context. Andaba hablando consigo mismo. (He went around talking to himself.)Ahora nadie anda comprando esas blusas. (Now nobody is buying those blouses.)Habà ­a una gran piara de cerdos, que andaban comiendo en la falda del monte. (There was a large herd of pigs that were going about eating on the mountainside.)Los astrà ³nomos, que siempre andan estudiando el cielo, han llegado a pensar que muchas de las estrellas pueden tener planetas. (Astronomers, who are always studying the sky, have come to believe that many of the stars could have planets.) Andar Translated as ‘To Be’ In some cases, andar has vague enough of a meaning that it can be translated as to be.  ¿Andas por aquà ­? (Are you from around here?)Ahora se estima que la inversià ³n andarà ¡ por los $30 millones. (Now it is estimated that the investment must be about $30 million.)Silvia hoy anda por los 43 aà ±os. (Sylvia today is 43 years old.)Muchas veces anda mal de dinero. (Hes often short on money.)Mi madre anda muy preocupada. (My mother is very worried.)Mi tà ­o andaba borracho. (My uncle was drunk.) Conjugation and Etymology of Andar Andar is irregular in the indicative preterite (yo anduve, tà º anduviste, à ©l/ella/usted anduvo, nosotros/nosotras anduvimos, vosotros/vosotras anduvisteis, ellos/ellas/ustedes anduvieron) and the imperfect subjunctive (anduviera, anduvieras, anduviera, anduvià ©ramos, anduvierais, anduvieran) tenses. It is regular in all other tenses. Andar comes from the Latin verb ambulÄ re, meaning to walk. That makes it a cousin of English words such as ambulatory and ambulance. Key Takeaways The most common, literal meaning of andar is to walk, although it can refer more generally to traveling or otherwise engaging in a motion.Even more broadly, andar can refer to how a person or thing behaves, goes about doing something, or exists.When a machine or other device is the subject of andar, andar can refer to how it runs or operates.