The Current State of Development in Latin America Essay Example for Free

The Current State of Development in Latin America Essay Throughout this paper I will be making reference to Peter Winns book Americas. Winn states on page 4 that Latin America is equally an invention, devised in the nineteenth century by a French geographer to describe the nations that had once been colonized by Latin EuropeSpain, France, and Portugal. In attempting to establish the current state of development in Latin America, historical chronology serves as the foundation necessary for a broad logical position. Latin American development has evolved in distinct phases, which lead to the present day standings of the politics and peoples throughout the region. The conclusion of distinct historical attributes: conquest, colonialism, immigration, capitalism, and industrialism, serve as the developmental path from the past, to allow an understanding of the current state of development. The conquest is a major factor in shaping Latin America. In 1492 Christopher Columbus landed on the shores of the Caribbean and claimed the new land in the name of Spain and God. From then on the world was changed forever in the sense that there was a whole New World to conquer. Conquistadors like Cortez and Pizarro then followed and claimed entire new lands and people in the name of gold and wealth. These men started a revolution that changed an entire continent. It was transformed from a free race of people at one with the land to one of slavery and oppression in which man was bound to the land. This was the beginning of colonialism in the New World. The newly founded colonialism changed everything about the land, its inhabitants, culture, and religion and even created new races of people, of which we still do not know everything about. With the curiosity of European countries piqued and rumors of cities made of gold, the Old World decided that there were no boundaries established within the New World and the land was for the taking. The controlling influence of the Catholic Church in the social and spiritual life of the colonies was deeply rooted in the Spanish past. Royal control over church affairs, in both Spain and the Indies, was founded on the institution of the royal patronage. As applied to the colonies, this patronage consisted in the absolute right of the Spanish kings to nominate all church officials and found churches and monasteries in the Americas. They converted prodigious numbers of natives, and some championed the rights of the Indians against their Spanish oppressors. Immigration and migration has held a major role in shaping our country. Immigrants have provided many things such as customs, manufacturing, inventions, and entertainment. Many people today dont realize how greatly we have been affected by immigration. Indian culture and the ways in which the Indians responded to the Hispanic invaders were shaped by their own long history on these continents. The Indians arrived from Asia by way of the Bering Strait no less than forty thousand years ago and in the course of time spread over both the American continents and eventually developed a wide range of cultural types, ranging from nomadic groups of hunters and food gatherers to the elaborate empires of the Aztecs and the Inca and the culturally advanced Mayan states. These three civilizations had certain features in common. All three were based on intensive farming that made possible the development of a large sedentary population and considerable division of labor. These civilizations, however, also evolved along distinctive lines. Mayan culture was distinguished by impressive achievements in writing, calendrical science, mathematics, and architecture. The Aztecs were mighty warriors, and a distinctive feature of their religion was large-scale human sacrifice. The Inca were the greatest empire builders of ancient America, and they made a serious and largely successful effort to unify the institutions and language of their extensive empire. On page 21 Winn states that as a result of these migrations, Latin America and the Caribbean is now a polyglot region with diversity of races, ethnicities, and cultures. Industrialism and capitalism go hand in hand in the shaping of Latin America as Winn states on page 13, Yet its geology has also helped the region, forming rich deposits of metals and minerals, as well as petroleum and gas reserves that are among the largest in the world. Side by side with the subsistence-and tribute economy of the Indians, there arose a Spanish commercial agriculture producing foodstuffs or raw materials for sale in local or distant markets. Stock-raising was another important economic activity in the colonies. The introduction of domestic animals represented a major Spanish contribution to American economic life. Mining, as the principal source of royal income, received the special attention and protection of the crown. Silver, rather than gold, was the principal product of the American mines. As in other times and places, the mining industry brought prosperity to a few and either failure or small success to the great majority. These points that I have mentioned are just a few of many that contributed to the shaping of Latin America. Many of the contributions follow the conquest and its consequences. As you can conclude the conquest gave birth to combining of cultures and a collision of European, Native American, and African people in which all helped mold Latin America into what it is today. Work Cited Winn, Peter. Americas. Los Angeles, California: University of California Press. 1992.

Flow Through A Venturi Meter

Flow Through A Venturi Meter Given a Venturi Meter, Cv , the Venturi coefficient can be determined to compare the actual and ideal values as per Bernoullis predictions, for a volume flow rate. For better comparisons, two separate trials were analyzed and Venturi coefficients for both were computed. Trial 1 and Trial 2 yielded a Cv of 0.93 and 0.92 respectively. In this experiment the values calculated were found to be less than 1.0; this relatively high correlation between the experimental and ideal flows for the given Venturi meter however when compared to the ideal flow, the actual flow for this Venturi is not steady nor one dimensional. Therefore neither of these assumptions can be applied to any given actual flow. Nomenclature Variable/ Constant/ Symbol/Parameter Values Q Volume flow rate (m3/s) V Velocity (m/s) A Area (m2) à Ã‚ air Density of air, 1.23 kg/m3 à Ã‚ water Density of water, 1000 kg/m3 Cv Venturi coefficient Po Stagnation pressure (Pa) is Static Pressure plus Dynamic Pressure Patm Atmospheric pressure, 101.325 KPa Άh Height difference (m) between readings and Patm g Acceleration, 9.81 m/s2 z Elevation of Point (m) ( ½)à Ã‚ V2 Dynamic Pressure (Pa) P Static Pressure Flow Analysis Bernoullis Equation relates two points alongside a streamline as P1 + ( ½)à Ã‚ airV12+ à Ã‚ airgz1 = P2 + ( ½)à Ã‚ airV22 + à Ã‚ airgz2 z is negligible so à Ã‚ airgz cancels out on both sides leaving P1 + ( ½)à Ã‚ airV12+ = P2 + ( ½)à Ã‚ V22 Rearranging: P1 P2 = ( ½)à Ã‚ air(V22 V12) Note that Qideal = V1A1 = V2A2. Solving for V2 V2 = Subbing (5) into (3) and solving for V1 V1 = Then Qideal = A1 Flow Analysis (Contd) For the derivation of Qactual, sufficient distance from the Venturi inlet is assumed for a fluid particles relative velocity to be taken as zero. The same height (z value) as the Venturi will be taken for the particle. P1 + ( ½)à Ã‚ airV12+ à Ã‚ airgz1 = P2 + ( ½)à Ã‚ airV22 + à Ã‚ airgz2 z is negligible so à Ã‚ airgz cancels out on both sides leaving P1 + ( ½)à Ã‚ airV12+ = P2 + ( ½)à Ã‚ V22 as stated, the fluid particles velocity at point 0 is assumed to be 0m/s Patm = P2 + ( ½)à Ã‚ airV22 Solving for V2 V2 = P2 is defined as the static pressure at the inlet, found to be P2 = Patm + à Ã‚ watergΆh Subbing (9) into (8) V2 = To find Qactual Qactual = V2A2. Sub (11) into (12) where A2 is the cross sectional area Qactual = A2 Flow Analysis (Contd) With values for Qactual and Qideal, Cv can then be calculated with the relation Cv = For ideal static pressures combine (8) having solved for P2 and (4) having solved for V2 P2 = Patm ( ½)à Ã‚ airV22 P2 = Patm ( ½)à Ã‚ air Experimental Setup and Procedure The experiment was carried out per the instructions outlined in the course manual. However due to a problem with the apparatus and a constantly fluctuating Venturi meter, a camera was used to take a photo. Measurements were taken from the scale viewed on said picture. Figure Shows Experimental Setup Results For trial 1: Qideal = 0.01238 Qactual = 0.01153 The Venturi Coefficient, Cv, was calculated by using the values found for Qideal and Qactual and substituting them into equation (14). This value obtained was 0.93. To find the stagnation pressure, P = Patm and V = 0; the total pressure at this point is represented by P0 = Patm + ( ½)à Ã‚ airV2, however since V = 0 , the stagnation pressure is P0 = Patm. The Static Pressure is Patm = Patm à Ã‚ watergΆh where the Άh used is the value that corresponds with the throat. Therefore Pthroat = 99.206KPa For Dynamic Pressure, ( ½)à Ã‚ airVthroat2 = Patm Pthroat = 2.119KPa Results(Contd) For trial 2: Qideal = 0.01238 Qactual = 0.01153 The Venturi Coefficient, Cv, was calculated by using the values found for Qideal and Qactual and substituting them into equation (14). This value obtained was 0.92. To find the stagnation pressure, P = Patm and V = 0; the total pressure at this point is represented by P0 = Patm + ( ½)à Ã‚ airV2, however since V = 0 , the stagnation pressure is P0 = Patm. The Static Pressure is Patm = Patm à Ã‚ watergΆh where the Άh used is the value that corresponds with the throat. Therefore Pthroat = 96.871KPa For Dynamic Pressure, ( ½)à Ã‚ airVthroat2 = Patm Pthroat = 4.454KPa Discussion The two calculated Venturi Coefficients for both trials of differing flow rates were found to have close enough values to assume that said coefficients do not depend on the flow rate but rather on the Venturi meter in use. For ideal calibration methods, an average of values, 0.92 and 0.93 could be taken to compensate for ideal assumptions which have been determined to be inaccurate. This would aid the user to find actual values once ideal ones have been found. Although these values are not 1.0, they are relatively close. However despite this, it can be inferred that the idealistic conditions assumed at the beginning of the experiment are invalid as they do in fact incur a noticeable effect on the results creating an error. These assumptions included a one dimensional steady flow that existed in a frictionless environment; such implies no energy transfers. Dimensions for the outlet and inlet were assumed to be equal however if the graphs are reviewed, there are discrepancies and a certain amount of irregularities. These further outline the existence of friction and energy loss which can be observed through the comparison of tables 1 and 2 in the appendix where the values of experimental and ideal static pressures are defined. There was however another source of error that was introduced due to the faulty apparatus as was discussed in the Experimental Setup and Procedure section. Measurements were taken from a photograph to facilitate taking down said measurements from a fluctuating Venturi meter. Bernoullis equation states that when a fluid in flow undergoes a rise in pressure, then its velocity must decrease. Said concept also applies the other way around. Figure 1 in the appendix illustrates this through a rough sketch. Conclusion Venturi coefficients such as the ones calculated in this experiment, 0.92 and 0.93 imply that the actual flow is lower than the ideal flow. Therefore the ideal conditions that were applied only give an approximation to the actual flows. The coefficients can be averaged for a more accurate way to calibrate the Venturi meter. The values found imply that the Venturi meter relates the actual and ideal values relatively well; however this may be due to the fluctuating meters. Also very likely, is the presence of a relatively low amount of friction and symmetrical dimensions in the Venturi meter. References University, Carleton, ed. MAAE 2300 Course Manual. Ottawa, 2011. Print.

Native American Sound Instruments Essay -- essays research papers

"Native American Sound Instruments" Through my own personal experiences and teachings from Native Americans, that have offered to enlighten me, I've gathered that there is a sacred nature rich in spirit and soul to them. The Native American lives religion as a way of life. Children of the tribe grow up in this world of spirituality and learn from example that religion can come as easily as taking a breath every day. This is no attempt to lead into the topic of religion, yet it needs to be known that the Native American sound instruments are used as a part of that religion or spirituality. There are many sound instruments used by Native Americans, but they vary accordingly from tribe to tribe. The Native American sound instruments are considered a way to almost imitate the processes of nature to attain their level of spirituality during ceremonies as well as every day life. The drum and the flute are just a few of the sound instruments used by Native Americans, yet the drum stands out as of major importance. The drum provides a center for the tribe because it tends to represent a symbolic importance. Black Elk of the Oglala tribe was once quoted as explaining that symbolic importance as, "a drum's round form represents the universe. The steady strong beat of the drum is the pulse, the heart, throbbing at the center of the universe. As the voice of Wakan Tanka, it stirs and helps us to understand the mystery and power of things." (The Spirit World, page 149) Wakan Tanka is the name given to the Great Mystery, also known as the Big Holy or the Great Spirit, and this Wakan Tanka is considered as the one ruling power known as "Good." The First Nations consider, no, they believe that every thing has a soul or a life force and that they are also dependent on each other. The drum Rodriguez 2 beats as if it is representing a heartbeat, this heartbeat could signify our beginning as if being safe inside a mother's womb. The drum is also believed to posses a "medicine" quality. A drum can be made of many types of wood as well as many types of animal skin, yet there is only preference because of each individual tribe or person making the drum. Drums can be made in a various array of sizes, again depending on preference. Sizes can range from small enough for an individual to large enough for twelve people. The average size is... ...l living things and the Native American sound instruments may be a key to reaching the center of the spiritual universe. Works Consulted DeBelius, Maggie, "The Spirit World." The American Indians Series, ED. Henry Woodhead, Time-Life Books, 1993. Edmonds, Margot. and Clark, Ella. "Voices of the Winds:Native American Legends". New York: Facts on File, 1989. Erdoes, Richard. and Ortiz, Alfonso. "American Indian Myths and Legends", New York: Pantheon, 1984. Frances Densmore. " The Study of Indian Music", Smithsonian Report, 1941, Facsimile Reproduction, The Shorey Bookstore, Seattle, WA, 1996. R. Carlos Nakai. and James Demars. " The Art of the Native American Flute", Canyon Records Productions, Phoenix, Arizona. Richard W. Payne, M.D. "The Plains Flute",The Flutists Quarterly, 1988, Vol. 13, no.4, The National Flute Association, Ind. Ann Arbor MI. Richard W. Payne, M.D. "The Native American Plains Flutes", Toubat Trails Publishing Co. Oklahoma City Publishing Co., 1999. William K. Powers. "The Art of Courtship Among the 0glala", American Indian Art, Spring, 1980, Vol. 5, No.2, PP 40-47.

Victorian Lifestyles :: Papers

Victorian Lifestyles Working clothes for poorer people were often passed down within the family or bought from second hand shops. They were usually made from coarsely woven wool or cotton cloth and they would be mended and patched to make them last a long time. Most people tried to have a better set of clothes for 'Sunday best'. Wealthier families could afford smart dressed and clothes made from better quality material. Ladies were interested in fashion and read magazines like The Young Ladies Journal to find out about the latest styles. Early Victorian ladies wore full skirts with as many as six petticoats. In the 1850s crinoline skirts were supported on wire cages and later padded cushions or bustles were tied around the waist under the skirts to make them stick out at the back. Ladies wore tightly laced corsets to give them the narrow waists that were thought to be attractive. Well off men wore knee length frock coats in silk or velvet, silk waistcoats and shirts with stiffly starched high collars. Underneath they wore vests and long underpants made from woollen cloth. They wore a top hat or perhaps a newly fashionable bowler hat and carried a cane or walking stick. Beards and side-whiskers were also fashionable. Children in wealthy families wore very formal clothes. Girls wore dresses which were as fancy as the grown ups but slightly shorter. Boys wore dresses until they were about five or six and then were dressed in sailor suits or velvet suits with lace collars and cuffs. Until Isaac Singer invented the sewing machine in 1851 all clothes were made by hand. Seamstresses worked long hours for low wages, stitching clothes for wealthy people. In the Victorian period work inside and outside the home took up much more time than it does today and working people had far less leisure time. There was little money to spare and no radio, television, CDs, cinemas or sports centres. People, however, found all sorts of ways of enjoying what free time they had.

Investigating the Effect of Resistance on a Capacitor Circuit :: Papers

Investigating the Effect of Resistance on a Capacitor Circuit Method: We will set up the following circuit. We will measure the capacitor pd. (Vc) with the cell connected. Then we will remove the cell and connect point A to point B, at the same moment starting a stopwatch. We will record the length of time (t) for the Vc to decay to 3.75 Volts. We intend to repeat this procedure using different resistors. [IMAGE] Resistance (kW) Time (s) 33 33 68 72 100 97 150 153 330 320 680 584 Conclusion: From the graph we can clearly see that the time taken for the capacitor to discharge is directly proportional to the resistance. This is because the graph shows a definite straight line going through or near most of the points. This means that the higher resistor you use the longer it will take for the capacitor to discharge. The experiment has therefore proved the prediction correct i.e. the resistance should be directly proportionate to the time taken for the capacitor to de-charge. This can be explained by the following: Capacitors store electrical charge. When current is passing through the circuit the capacitor charges up as the current can't jump between the gap of the two plates but charge is held there because of the force of the opposite poles. This means that more and more electricity is stored until it reaches its full capacity. But when the circuit is broken the capacitor de-charges releasing electricity through the circuit. The resistor slows down the current causing 'congestion' and means that the capacitor has to de-charge slower because only a limited amount of charge can travel through a circuit with a high resistance at any one given time. Evaluation: The method was a good way of carrying out the experiment as it was quite easy to conduct once the circuit was connected, the results seem

Chinese Moon Festival Essay

Oh my gosh! The Chinese Moon Festival is coming up and I totally cannot wait! Just think of the moon cakes, chestnuts, sweet potatoes, rice balls and the big feast (with lobster, shrimp and ect. ) when our relatives come over makes me drool. Oh, and walking with the toy lanterns at night (I guess I’m too old for that) I’m sorry, and I think I’m just too excited because the Chinese Moon Festival is my 2nd favorite holiday in Chinese custom and it’s coming up on September 22nd (this year)! It’s just 2 more weeks! In order to celebrate and have the spirit of the Moon Festival, you’ll need to know the story behind it. There are lots of legends about it, but the one that my grandma tells me and my siblings each year has happened in Chinese history. Ok, so long, long ago when the Chinese was in war with the Mongols for rebellion, the Chinese was banned to have to discuss things together. This made it almost impossible to make plans and overthrow the Mongols. Knowing that the Mongols eat anything but moon cakes, this person called Zhu Luanzhang had an idea. He timed the plot to overthrow the Mongols. Then he asked permission to give out thousands of moon cakes to the Chinese residents of the city to bless the Mongol king with longevity. However inside the moon cake had a paper that read:†kill the Mongols on the 15th day of the 8th month. † So that night on the Moon Festival the Chinese successfully attacked and overthrow the Mongols. And this is why we celebrate the Moon Festival and eat moon cakes. Now that you know the story it’s time to learn how my family and I celebrate the Moon Festival. Every year BEFORE the Moon Festival we would have to visit our relatives and people that close to us with a box of moon cakes or money enough to buy a box of moon cakes if you forgot to get one. This shows that you respect them and bless them (expesscially to the elder ones). Then a day before the Moon Festival my mom, little brother, little sister and I would go to China town and do some shopping. We would buy some food for the big dinner (last year we made lobster). Then we would buy moon cakes, chestnuts, peanuts, fruits, rice cakes, and rice balls. Then our mom would let us pick a toy lantern we like, for the night walk on the day of the Moon Festival (quick reference: lanterns symbolize good luck) On the big day, my sister and I have a really large chore, we would have to clean up and decorate almost the whole house and the yard. After cleaning up I would help my grandma cook. Her dishes are always the best! This year my grandma plans to make crab, the soup, the rice and her famous fruit tart for desert. After cooking I would help my dad and grandpa to set up the tables at the yard. Later we would wait for the relatives to come and greet them. The relatives would bring in yummy dishes for the dinner or boxes of moon cakes. Then they would hug each other, talk, and ask really boring questions and comments (like Wow look how tall you grew). I would talk to my cousins around my age and the little kids will play together. After all the gibberish we would set all the dishes on the food tables in the yard. Then we feast! And talk. For desert my grandma would serve moon cakes and fruit tart (for this year). After desert we would have a performance and every year our grandma would always hold a puppet show about the story of the Moon Festival (I have to admit my grandma is pretty cool). During the year my cousins, friends and I have been emailing each other to plan the performance. This year my sister and I are going to play a song called â€Å"The Moon Symbolizes My Heart† on the violin. When the performance is done, it’s time for everyone to go home. After everyone leaves, my dad will bring my siblings and me for a walk with our lanterns and admire the beautiful full moon. Then we would clean up some of the things and leave the rest for tomorrow. I have to tell you, it’s really tiring. But it’s worth it. It’s nice to see my relatives for so long. And I love the food. And it’s great to get to know more about my relatives. I think it is really fun playing with my cousins. Oh yes, since I’m the teacher, you will have a homework assignment. I would want you to do something for the Moon Festival like try some moon cakes, have a family dinner, buy or make a lantern and have a stroll at night, or tell about the moon festival to other people. Like I told you, that the moon festival is 14 days later and I can’t wait!

Imagination vs. Obsession in Mary Shelley’s Frankenstein Essay

In Mary Shelley’s Frankenstein, the author expresses how man can lose touch with reality, which leads to becoming a victim of his own imagination. Since Romantic writers, like Shelley, exalted the power of imagination, Shelley criticizes this ideal by showing how it may lead to obsession. The influence of Mary Shelley’s parents, other writers, such as her husband Percy Shelley and Byron, and the use of Gothic novel literature help her emphasize imagination, the concern with the particular, the value of the individual human being, and the supernatural. Mary Shelley’s parents were famous writers and intellectuals in England. Her father was a philosopher and novelist named William Goodwin, who encouraged her early intellectual endeavors, but remained emotionally distant and self-involved. This figure in her life might have been an influence when creating the character of Frankenstein, which is also self-involved. Her mother was Mary Wollstonecraft, which was the first and most influential feminist writer in England in her times. Her mother may also have been an influence to her literature because she might have been encouraged. The other influence is Mary’s husband, Percy Shelley, who entertained with tales of the supernatural. Percy Shelley was an intellectual who had the fullest of philosophical speculation. His imaginative and eccentric manner put him out of touch with his feelings and needs of those around him. This can be inspiring for Mary Shelley’s novel, since his main character loses sense of reality. With the knowledge of the Romantic ideals and her influence, Mary Shelley criticizes the excess of imagination in the novel. Shelley tells us about a scientist named Victor Frankenstein who is eccentric and believes he is the only man who can create man. She uses this character to â€Å"mock the stupendous mechanism of the Creator of the world†. The author expresses Frankenstein’s ambition and high self-esteem at the beginning of Chapter IV of the novel when Victor says, â€Å"My application was at first fluctuating and uncertain; it gained strength as I proceeded, and soon became so ardent and eager.†(p.588)  The fact that Frankenstein makes this statement demonstrates that his pride is taking over reality. Frankenstein also believes he can create what is supernatural, as if he is God. This is shown when he tells us, â€Å"Unless I had been animated by an almost supernatural enthusiasm, my application to this study would have been irksome, and almost intolera ble.†(p.589) Shelley is telling us how man thinks he can be superior when imagining, which leads to obsession. Shelley keeps telling us about Frankenstein’s pride and egocentrism when the scientist says, â€Å"among so many men of genius who had directed their enquiries towards the same science, that I should alone be reserved to discover so astonishing a secret.†(p.589) Frankenstein is already losing his mind because of the supernatural ability he has, and starts losing touch with reality. Shelley is now making us see how Frankenstein believes â€Å"the creation of the world is within his grasp† (p.589) and how he uses imagination as the power of creation. After being confident with his power of creation, Shelley demonstrates how Frankenstein himself starts realizing how imagination is taking over him. We can see that Frankenstein notices this when stating, â€Å"I could tear my thoughts from my employment†¦but which had taken an irresistible hold of my imagination.†(p.591) The scientist expresses how he does nothing else, but work on his creation. He tries to justify his excessive desire by telling us, â€Å"if no man allowed any pursuit whatsoever to interfere with the tranquility of his domestic affections, Greece had not been enslaved†¦Ã¢â‚¬ (p.591) and other historic events that would not have happened if man did not work for it, like him. Shelley then shows at the end of Chapter V that Frankenstein is anxious, and describes his creation as a â€Å"catastrophe† (p.592). Afterwards, Shelley tells us that Frankenstein states, â€Å"I had desired it with an ardor that exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart.†(p.592) With this statement, Mary Shelley shows us how after all the imagination and desire, Frankenstein is not satisfied with his creation. Finally, the scientist knows he lost touch with reality and needs to ease the load in his mind after creating the monster. In the novel Frankenstein by Mary Shelley, the author shows us how the scientist Victor Frankenstein loses touch with reality at the end of the story, after an imagination that led to his obsession of creating life. After Victor  Frankenstein is confident, egocentric, and believes he has supernatural powers to create life, he regrets his creation because he recognizes how he dedicated much of his life to this work, but it was not worth it. Mary Shelley teaches us the lesson that if we are obsessed with something we want to achieve, we may end up losing touch of the real world around us. Bibliography Shelley, Mary. â€Å"Frankenstein or the Modern Prometheus†. Adventures in English Literature Athena, Austin: Holt, Rinehart, and Winston, 1996. Print