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Hmong Religion
Hmong Religion
Religion in Cultural Anthropology, as we’ve explored in this class, is defined and understood to have many characteristics that make every religion unique, but also very similar in certain aspects. In the book The Spirit Catches You and You Fall Down by Anne Fadiman we have a first hand experience on how culture shapes a peoples’ Religion and how the Hmong Religion explains many of the struggles faced by Lia and the Lee family. We will analyze and demonstrate Hmong Religious beliefs, and how it pertains to many aspects of their culture using knowledge acquired in our studies of Cultural Anthropology.
Religion is a social institution that uses supernatural forces, spirits, symbols, beings and sacred stories and texts to explain the world and what happens within it. For instance, the Hmong people have an Animistic Religion, meaning they believe everything living and non-living has a spiritual being within it, or many spirits within it. The Hmong people believe the human body hosts several spirits or souls, and any separation or isolating of these can cause diseases. They value the remedies and treatments to the soul or spirits within humans to heal the physical body, as seen by the many Shamans and spiritual healers baby Lia saw as treatment for her epilepsy. Shamanism is also an important part of the Hmong religion, as they are seen to be chosen by the spirits as an intermediate between the spiritual realm and the physical world. The Shamans, or twiv neeb, are men and women who dedicate their lives to the teachings and are blessed with powers, often symptoms of physical illnesses like bipolar personality or schizophrenia, usually inherited from their shamanistic family. There are many ceremonies practiced by the Hmong people, from when a baby is born, to the mother’s pregnancy, marriage ceremonies and many religious ceremonies to help a family with their spirituality. The Shamans articulate that spirits require a sacrifice of an animal for some tasks, the first example of this is given in the book as follows, “A twiv neeb might be able to cure infertility by asking the couple to sacrifice a dog, a cat, a chicken or a sheep.” (Fadiman 4) Many other common themes of most religions applied to that of the Hmong people, from the altars placed within a household, the use of totems given to children, to the belief in reincarnation and the practice of communal worshipping and celebration.
The Hmong religion is unique, as seen from the perspective of someone who is not religious, it is the first animistic religion I had heard of. The world view for the Hmong people in modern day society is different, some may see these traits and characterize it as simply a polytheistic religion, but it is not. Many early anthropologists saw it as all religion starting off as animistic, but that was from a purely bias perspective. The Hmong children enculturate the religious beliefs of the family, transitioning into their gendered roles and their cultural norms and values. Much emphasis is placed on the symbolism of family and the spirits that exist around them. The Lee’s placed great symbolism in the home, the mother’s placenta would be buried under the home for each child born, as for the child’s spirit to return once passed away. A form of plasticity in part of the Lee’s was to take the placenta of the children they had in the United States, where they lived in a small apartment, and burry the placenta elsewhere to retain their spiritual obligations. From an inside perspective of the Hmong immigrants that arrived in the US many believed Western doctors had no experience or knowledge in dealing with the spirit of the ill people they were seeing in many camps and hospitals. They saw the western medicinal practices as barbaric, eating organs and taking blood they saw as limited, they believed the shamans had more reliable medicinal practices. Many of the medical staff of these camps and hospitals saw the Hmong people as strange and very traditional, any westerner viewing the Hmong behaviors of odd smelling chicken soups to requesting the placenta from a doctor would simply see these behaviors as different from their own and not as religious practices.
Religion and Culture can easily be intertwined, as many of our own traditions even to this day continue to be. The Hmong people have traditions that may have stemmed from their Religion but continued as a part of their culture, as a part of who they are regardless of the Religion. This is true for many cultures and religions around the world, I follow traditional catholic norms while not being religious in the least bit. Lia Lee’s story details the many aspects of her religion’s customs and her parents’ culture, her story an example of Hmong religious short falls and western medicines inability to properly adapt to new and changing cultural society. The Animistic Hmong Religion is a belief in spiritual beings which are present in all non-living and living things, and the study of these cultures and practices is all in part the core of Cultural Anthropology as a subfield of Anthropology. The Hmong people are fascinating and immensely rich in culture and tradition, and this summation will hopefully inspire one to investigate these interesting people and their religious practices further.
Friction in Uniform Flow Experimentn and Gradually Varied Flow Experiment
Friction in Uniform Flow Experiment/Gradually Varied Flow Experiment
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Institution
Introduction
Flows along a river through alluvial channels such as irrigation channels, and often encounter hydraulic resistance. This hydraulic resistance is a function of the fluid properties, physical characteristics of sediments, and geometry of the reach and cross-section. It is also proportional to the roughness of the boundary walls. Hydraulic resistance is categorized into four: surface resistance, form resistance, wave resistance, and resistance caused by the unsteadiness of the flow. Surface resistance is caused by viscous action on the boundary of the channel and is dependent on the relative roughness that represents the boundary’s physical characteristics and the flow’s Reynolds number. Form Resistance occurs in the alluvial channels. It occurs as a result of attached obstacles within the channel boundary such as bedforms. Wave Resistance occurs as a result of free surface distortions that generate a net pressure difference between existing cross-sections. The magnitude of resistance, irrespective of whether it follows energy or momentum concept, is often expressed in terms of resistance coefficient. For a steady uniform flow, there are three common resistance coefficients: manning coefficient, n, Chezy resistance coefficient, C, and Welsbach resistance coefficient, f. There are, therefore, three well-known formulas associated with these three formulas:
For Weisbach f: V= QUOTE RS/f
f= 8gRS/ v2
For Chezy C: V= C QUOTE
C= V/ QUOTE
For manning, n: V = QUOTE R0.66 S1/2
For manning, n, = (1.49 xR0.66 x S0.5)/v
Where v-cross-sectional average velocity (A), R-hydraulic radius and defined as ratio of cross-sectional Area to Wetted perimeter (P), f, C, and n are resistance coefficients in Daircy-Weisbach, Chezy and manning formula and S-hydraulic slope.
The objective of this experiment was to identify conditions under which a uniform can occur and determining resistance coefficients n (manning’s coefficient), C (Chezy Coefficient and f (Darcy friction factor).
Method and Experimental Procedure
The channel was first adjusted to a subcritical flow condition (mild slope) with the use of a jack controller. While ensuring the valve at the end of the downstream end of the flume is fully opened, the pump was opened. The pump was then started up while maintaining is speed at 800 rpm. This was followed by reading the value of the flow on the flow meter. To measure the flow depth where the uniform flow was established, a straight edged ruler was placed on the outside walls of the flume to help in reading the depth. The speed of the pump was then slowly reduced by 50 rpm by adjusting the slope of the flume to establish the uniform flow while recording the flow rate and the depths. The experiment was repeated up to ten different flowrates with five of these measurements being under subcritical flow condition and the rest under supercritical flow condition.
Results and Calculation
Table 01: Results for the Experiment
Profile type: m1
Flowrate (I/S): 35
Slope (m/m): 9 mm/m Profile type: S1
Flowrate (I/S): 37
Slope (m/m): 16mm/m
Distance along the flume (cm) Normal depth (Y) (mm) Distance along the flume (m) Normal depth (Y)
0 182 0 50
0.5 187 0.25 50
1 192 0.5 47
1.5 197 0.75 45
2 207 1 45
2.5 210 1.25 44
3 210 1.5 43
4 221 2 45
4.5 226 2.25 45
5 230 2.5 47
5.5 239 2.75 11
6 250 3 12
6.5 258 3.25 13
7 260 3.5 14.5
7.5 265 3.75 15.5
8 270 4 16.3
9 280 4.5 17.1
9.5 285 4.75 18.3
10 290 5 18.5
10.5 300 5.25 19.5
Question 1
Table 01:
Table 01, for v=35, and S= 9mm/m, Rh= 0.2
f= f= 8gRS/ v2
= (8×9.98x9x0.2)/35= 0.11
C= V/ QUOTE = 35/ QUOTE = 35/1.34= 26.12
For manning, n, = (1.49 xR0.66 x S0.5)/v= (1.49x R0.66 x 3)/35
n= (1.49 x0.20.66x 3)/35= 0.044
For Table 01, for v=37, and S= 16mm/m, Rh= 0.15
f= f= 8gRS/ v2
= (8×9.98x16x0.15)/37= 0.13
C= V/ QUOTE = 35/ QUOTE = 37/1.34= 23.88
For manning, n, = (1.49 xR0.66 x S0.5)/v= (1.49x R0.66 x 3)/35
n= (1.49 x0.150.66x 4)/37= 0.046
Question 2
From the above values,
V = Q/A = 40.2/6 ft/sec = 6.7 ft/sec and Reynold’s number can now be calculated as Re = ρVRh/μ= (1.94)(6.7)(0.8571)/( 2.730 x 10-5) = 4.08 x 105
The relative roughness can be found by k/Rh = (0.0015×10-3) / (0.02 m) = 0.000075
From the moody diagram, the estimated friction factor can is found to be approx 0.011.This shows that the calculated friction factors (0.11 and 0.13>0.011).
Question 4
V R0.66 S0.5
35 1.037 1.34
37 1.14 1.55
Question 4
Question 5
From the velocity, V versus R2/3S1/2 graph, the slope of the graph =1.055. From manning, n: V = QUOTE R0.66 S1/2 QUOTE represent the slope of the graph. Thus, QUOTE = 1.055. This means that n= ka/1.055
Question 6
From V= C QUOTE , C is the slope of the graph. Thus, the average value of C=slope = 1.053
Given that the Reynolds number Re= 105
Argumentative Essay-Is OnlineRemote Learning Better Than In-Person Learning
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Professor’s name
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Date
Argumentative Essay-Is Online/Remote Learning Better Than In-Person Learning?
It is now almost three years since the emergence of the COVID-19 pandemic. To date, the virus continues disrupting the world. Countries went into lock down to mitigate the spread of the virus, and organizations turned to remote solutions for solutions. Schools moved towards online learning and companies resulted in training employees as well as clients. The pandemic brought about both positive and negative changes in learning. The main question is, ‘Is online learning/remote learning better than in-person learning?’ While some proponents maintain that online learning is better than physical learning, opposers insist that the physical learning model that was common pre-COVID period is more advantageous. This essay argues why online learning, which became more common after the pandemic is better than in-person learning model, which was common before the emergence of COVID-19 pandemic.
Supporting Points
Online Learning is Flexible and Convenient
The first reason why remote learning is better than physical learning has to do with flexibility and convenience. Learners can easily access learning platforms from anywhere as long as they have an internet connection and a phone. This ease of access means that they can log into class while on lunch break, while lying on their couch, or even tying a shoelace. This flexibility enables learners to give their focus full attention and energy to a specific task. This is one of the main advantages of remote learning on the part of the student.
Online Learning Helps People Stay Prepared for the Future.
Another reason why online learning is better than physical learning is that it helps people stay prepared for the future. The unprecedented COVID pandemic taught us that we should stay prepared for unfamiliar problems that are bound to happen in the future. The pandemic taught organizations to stay digitally enabled and ready. According to a recent survey conducted among CEOs found that the pandemic accelerated the adoption of digital technologies that could otherwise have taken several years. The survey also found that majority of the changes would stay for the long haul. When the pandemic started, people started dramatically migrating to online channels for a number of things. The advantages of online learning for numerous individuals, organizations included will continue to endure long after the pandemic has ended. Even organizations that have not made significant strides towards migrating to online learning are being advised not to wait. The reality is that the future of online learning is already here with us. Employees, customers, and members of the general public have tasted it and are now demanding it.
Remote Learning is Cost-effective
The third reason online learning is better than physical learning has to do with cost-effectiveness. Carrying out physical training programs can be a cumbersome and expensive affair. Instead of attending a lecture or seminar physically, people would rather take the session online. Remote learning is advantageous as it does not require a person to travel across distances to attend a lecture, making it convenient and affordable. Cost-effectiveness tends to be long-term due to the low delivery costs. Students do not have to endure additional costs that come with attending classes physically, such as lunch budget and transportation or fuel money (Sadeghi, 80). Additionally, students do not need to incur the costs of printing learning materials as everything they need is available online. Most importantly, learners do not have to exercise social distancing when learning online. For instance, Dow Chemical saved up to $34 million from conducting online training sessions during the COVID period. The institution managed to cut down training costs per learner from $95 to $11 by simply shifting to e-learning from physical classrooms. Looking at the pros and cons of remote learning, cost-effectiveness is a clear pro.
Online Learning Yields Increased Productivity.
Another pro of remote learning is that it helps keep individuals productive in comparison to conventional in-person learning. For instance, a study carried out by IBM depicted that each dollar directed towards online training leads to $30 in terms of productivity. This is the case mainly because employees tend to continue work more quickly and put their skills to use immediately (Bozkurt, 252). Once a person gets acquitted to using and maneuvering an online platform, they take more control of the learning process. They can set a pace in their learning which assists them in taking retaining more knowledge rather compared to the traditional model of learning. This can be proven by a study by the Research Institute of America that concluded that online learning boosts the rate of retention from 25% to 60%. Notably, the retention rates of in-person training are relatively low; 8% to 10%. Additionally, this is the case as people have more control of their learning process.
Opposing Arguments
Online Learning is Derailed by Connectivity or Technology Issues.
One of the common disadvantages that affect online learning is connectivity issues. While reliable and secure internet is available in most parts of the world, reliable connections is still a problem in rural areas. Inconsistent internet connection causes interruptions and delays in the focus and attention and the learner (Jones and Ravi, 16). There is no denying that this is a key downside of online learning, however, with necessary action, these issues can be resolved. There is no denying that the internet has made remote education and training more accessible. The good, in this case, outweighs the bad which is what matters. Individuals living in remote locations can now access training resources more easily. Mobile technology makes it possible for people to access learning as long as they have phone service and wi-fi or internet connection.
Online learning Leads to Isolation
Another reason why online learning is better than in-person learning has to do with isolation. Taking classes online is detrimental to mental health. Most individual learns better when in interactive environments, and while online learning gives people a chance to absorb knowledge, they through a screen, it also invites isolation (Irwan, Dwisona, and Mardi, 53). While there is no denying that this is a con that comes from online learning, it can be resolved through emails, online messages, and video conferencing, virtual whiteboarding, or user forums. Incorporating such features in remote learning can boost isolation and reduce isolation.
In closing, I selected this topic on how learning and work was affected post-COVID as I am curious to know whether which learning model is better than the other. Coming into this discussion, I did not know much about the nitty-gritty of how student and work life was affected post-COVID-19. Some assumptions I made were that the online-learning model would only be a temporary solution and that, eventually, organizations would revert to their conventional learning model. However, upon conducting research, I have quickly learned that things would never be the same again. Remote learning is here to stay because people have tasted it and are now demanding more. My perspective has changed a lot, and now I realize that the pandemic accelerated changes that were not meant to happened until a few years.
Works Cited
Bozkurt, Aras. “From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories.” Handbook of Research on Learning in the Age of Transhumanism. IGI Global, 2019. 252-273.
Irawan, Andi Wahyu, Dwisona Dwisona, and Mardi Lestari. “Psychological impacts of students on online learning during the pandemic COVID-19.” KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) 7.1 (2020): 53-60.
Jones, Kevin, and Ravi Sharma. “On reimagining a future for online learning in the post-COVID era.” Kevin Jones & Ravi Sharma (2020). Reimagining A Future For Online Learning In The Post-COVID Era. First posted on medium. com (2020).
Sadeghi, Manijeh. “A shift from classroom to distance learning: Advantages and limitations.” International Journal of Research in English Education 4.1 (2019): 80-88.