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Langtolang Multilingual Dictionary

Langtolang is a multilingual dictionary translating from/to English, Albanian, Arabic, Breton, Catalan, Chinese Simplified, Chinese Traditional, Corsican, Czech, Danish, Dutch, Esperanto, Estonian, Finnish, French, Gaelic, Georgian, German, Greek, Hebrew, Hungarian, Icelandic, Indonesian, Italian, Japanese, Korean, Kurdish, Latvian, Lithuanian, Malagasy, Norwegian, Polish, Portuguese Brazil, Portuguese Portugal, Romanian, Russian, Serbo Croat, Slovak, Slovenian, Spanish, Swahili, Swedish, Turkish, Vietnamese, Yiddish, Walloon, Welsh languages.

You can currently translate 26,434,049 words in 2,162 bilingual dictionaries on langtolang.

Your feedback is very important to us. Please send your feedback.

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Langtolang is a multilingual dictionary translating from/to English, Albanian, Arabic, Breton, Catalan, Chinese Simplified, Chinese Traditional, Corsican, Czech, Danish, Dutch, Esperanto, Estonian, Finnish, French, Gaelic, Georgian, German, Greek, Hebrew, Hungarian, Icelandic, Indonesian, Italian, Japanese, Korean, Kurdish, Latvian, Lithuanian, Malagasy, Norwegian, Polish, Portuguese Brazil, Portuguese Portugal, Romanian, Russian, Serbo Croat, Slovak, Slovenian, Spanish, Swahili, Swedish, Turkish, Vietnamese, Yiddish, Walloon, Welsh languages.

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Diversidad cultural del mundo (lengua y religión)

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Cultures of the World | A fun overview of the world cultures for kids

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Wordwall - Create better lessons quicker

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Voy - I go, Vas - you go, Va - he goes, she goes, you go(formal), Vamos - we go, Van - they go, you guys go, Vais - they go, you guys go(Spain), va - Joseph, van - Amanda y Joseph, vamos - Ben, Amanda y yo, ustedes - Ben, Amanda y tú, vas - Tú, voy - Yo, vosotros - Amanda y Ben (in Spain),

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Voy - I go, Vas - you go, Va - he goes, she goes, you go(formal), Vamos - we go, Van - they go, you guys go, Vais - they go, you guys go(Spain), va - Joseph, van - Amanda y Joseph, vamos - Ben, Amanda y yo, ustedes - Ben, Amanda y tú, vas - Tú, voy - Yo, vosotros - Amanda y Ben (in Spain),

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Wordwall - Create better lessons quicker

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Sp 1 Unit 4.2 Stem Changing Verbs 1 (E-IE, O-UE)

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E - IE: cerrar, empezar, pensar, entender, perder, querer, preferir, O - UE: almorzar, costar, encontrar, volver, poder, dormir.

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1. Students will be able to write a five sentence Spanish paragraph using verbs with irregularities such as irregular ‘IR’ (to-go) verb and ‘E→IE, O→UE’ stem-changing verbs, talking about a country of their choice.

2. Students will be able to do comparative analysis between different cultures in order to acquired new vocabulary and learn different perspectives from around the world.

3. Students will be able to present information in a culturally appropriate way.

1. Standard Identifier: WL.CM6.I

Content Area: World Languages

Grade Range: Intermediate

Strand: Communication

Substrand: Productive Structures in Service of Communication

Standard:
Communicate about transactional topics, and some informal ones, related to self and the immediate environment in sentences and strings of sentences. Use basic sentence-level elements (morphology and syntax).

Goal:
Students use the following structures to communicate: sounds, parameters, and writing systems (Novice); basic word and sentence formation (Intermediate); structures for major time frames and text structures for paragraph-level discourse (Advanced); all structures and text structures for extended discourse (Superior).
Students use the following language text types to communicate: learned words, signs and fingerspelling, and phrases (Novice); sentences and strings of sentences (Intermediate); paragraphs and strings of paragraphs (Advanced); or coherent, cohesive multi-paragraph texts (Superior).

2. Standard Identifier: WL.CM3.I

Grade Range: Intermediate

Strand: Communication

Substrand: Presentational Communication

Standard:
Make simple presentations in culturally appropriate ways on transactional and informal topics related to self and the immediate environment. Use sentences and strings of sentences through spoken, written, or signed language using the most suitable media and technologies to present and publish.

Goal:
Students present information, concepts, and ideas on a variety of topics and for multiple purposes, in culturally appropriate ways. They adapt to various audiences of listeners, readers, or viewers, using the most suitable media and technologies to present and publish.

3. Standard Identifier: WL.CL2.I

Grade Range: Intermediate

Strand: Cultures

Substrand: Cultural Products, Practices, and Perspectives

Standard:
Experience, recognize, and explore the relationships among typical age-appropriate target cultures’ products, practices, and perspectives in culturally appropriate ways in transactional situations and some informal settings.

Goal:
To interact with cultural competence, students demonstrate understanding and use the target language to investigate, explain, and reflect on the relationships among the products cultures produce, the practices cultures manifest, and the perspectives that underlie them.

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Examples of verbs to choose from and key words..
1. cerrar / to close
2. almorzar / to have lunch
3. comenzar /(a + inf.) to begin(to)
4. contar / to count; to tell
5. empezar / (a + inf.) to begin (to)
6. dormir / to sleep
7. entender / to understand
8.encontrar / to find
9. pensar / to think
10. mostrar / to show
11. perder / to lose; to miss
12. poder (+ inf.) / can; to be able to
13. preferir (+ inf.) / to prefer
14. recordar / to remember
15. querer (+ inf.) / to want; to love
16. volver / to return
17. ir / to-go
--------------------
17. Cultura  / Culture
18. Música / music
19. Comida  / Food
20. Tradiciones / traditions

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1. Students will be able to explore and analyze the relationships and perspectives in culturally appropriate ways in order to reflect on the relationships of cultures from around the world while acquiring cultural awareness.

2. Students will be able to compare different cultures while comparing and contrasting their own culture with the the wide variety of many countries that highlight the background of many of the students.

3. Students will be able to acknowledge and accept the differences between cultures and how these differences enhance their cultural experiences.

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1. Students will be able to acquire new vocabulary in order to form strings of sentences.
2. Students will be able to conjugate ‘IR’ (to-go) verb and ‘E→IE, O→UE’ stem-changing verbs in the present tense in order to form sentences.
3. Students will be able to use vocabulary that reflects cultural elements such as música, literatura, comida, costumbres, etc..while academic word banks and educational online resources.

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Prueba de para 10th grade estudiantes. ¡Encuentra otros cuestionarios por y más en Quizizz gratis!

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Hamburger style paragraph.
One sentence per section, using ‘IR’ (to-go) verb and ‘E→IE, O→UE’ stem-changing verbs.
This paragraph will be recorded using FLIP app for comparative analysis and feedback, before presenting it to the class.

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Images/GIPHS representing the vocabulary and/or the Unit topic.  

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Images/GIPHS representing the vocabulary and/or the Unit topic.  

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1. Students will be able to use a wide variety of resources such as bilingual dictionaries, academic word banks, educational online resources that offer an extensive variety of multilingual academic support.
2. Students will be able to use the language of their choice that reflects their language knowledge and comfort, in order for them to feel comfortable while doing their written work and oral presentations.

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Present Tense -IR Verbs Made Easy with a Song in Spanish!

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30 diferencias de palabras en países latinos | Vista Higher Learning Blog

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Por Marielisa Ortiz Berríos El idioma español no deja de sorprendernos. Y es que aunque es una lengua hablada en ...

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Wordwall - Create better lessons quicker

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Voy a la biblioteca. - Voy a leer libros. , Voy al parque. - Voy a caminar y patinar. , Voy a la clase de arte. - Voy a dibujar y pintar., Voy a la casa de mis amigos. - Voy a visitar a mis amigos., vamos al jardín. - Vamos a mirar las flores., Voy a la casa de mi amigo. - Voy a pasar tiempo con mi amigo. , Van a la clase de música. - Van a cantar y tocar un instrumento. , Vas a la clase de español. - Vas a hablar español. , Voy a México. - Voy a practicar estudiar español en Guanajuato., Voy al balcón de mi casa. - Vas a descansar en la amaca. , Vas al cine. - Vas a ver una película., Vamos al museo de arte. - Vamos a ver las esculturas., Van al estadio. - Van a ver un partido., Va a la biblioteca. - Va a conseguir un libro., Va al supermercado. - Va a comprar comida., Van a la fiesta. - Van a bailar y a cantar con sus amigos. ,

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Voy a la biblioteca. - Voy a leer libros. , Voy al parque. - Voy a caminar y patinar. , Voy a la clase de arte. - Voy a dibujar y pintar., Voy a la casa de mis amigos. - Voy a visitar a mis amigos., vamos al jardín.

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01065 Spanish Lesson - Present Tense - E-IE Stem-changing verbs

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01066 Spanish Lesson - Present Tense - O-UE Stem-changing verbs

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Students will record their 5-sentence paragraph on FLIP (online resource), then add comments (positive feedback and constructive criticism) to at least a couple of their classmates' videos. Formal assessment will take place once they upload their paragraph into specific folder using Google docs. After this, they will share their paragraph with the whole class.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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17,866,511 imágenes de Paises - Imágenes, fotos y vectores de stock | Shutterstock

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Descubra Paises imágenes de stock en HD y millones de otras fotos, ilustraciones y vectores en stock libres de regalías en la colección de Shutterstock. Se agregan miles de imágenes nuevas de alta calidad todos los días.

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Wordwall - Create better lessons quicker

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1) I have lunch (almorzar) 2) You (inf) close (cerrar) 3) You (form) begin (comenzar) 4) He/She counts/tells (contar) 5) We sleep (dormir) 6) You all begin (empezar) 7) They find (encontrar) 8) I understand (entender) 9) You (inf) play (jugar) 10) You (form) show (mostrar) 11) We think (pensar) 12) You all lose (perder) 13) They can/are able to (poder) 14) I prefer (preferir) 15) You (inf) want/love (querer) 16) You (form) remember (recordar) 17) He/She returns (volver)

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Stem-Changing Verbs (e-ie, o-ue) definitions

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1) I have lunch (almorzar) 2) You (inf) close (cerrar) 3) You (form) begin (comenzar) 4) He/She counts/tells (contar) 5) We sleep (dormir) 6) You all begin (empezar) 7) They find (encontrar) 8) I understand (entender) 9) You (inf) play (jugar) 10) You (form) show (mostrar) 11) We think (pensar) 12) You all lose (perder) 13) They can/are able to (poder) 14) I prefer (preferir) 15) You (inf) want/love (querer) 16) You (form) remember (recordar) 17) He/She returns (volver)

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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En 1986, una fiesta de carácter hippie llamada Burning Man nació en San Francisco. Su finalidad era celebrar el solsticio de verano quemando la estatua de un hombre de 2 metros. Sin embargo, su éxito fue tal que, a principios de los 90, la misma sería trasladada al desierto de Nevada, concretamente a la ciudad efímera de Black Rock City, que se construye cada año solo para acoger esta celebración.

Aunque la versión actual de este, uno de los festivales más famosos del mundo, dista de la original (como el Mardi Gras), sigue prevaleciendo la ausencia de marcas y tecnología (apenas hay cobertura en esta zona) en pos de honrar al mundo, dar rienda suelta a la creatividad y quemar una estatua de madera que ahora llega a medir hasta 12 metros.

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Los mejores festivales del mundo | Horizonte Paralelo

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En 1986, una fiesta de carácter hippie llamada Burning Man nació en San Francisco. Su finalidad era celebrar el solsticio de verano quemando la estatua de un hombre de 2 metros.

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How to use FLIP app

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Conjugación del verbo conjugar en todos los tiempos a lo masculino

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翻译，口译，翻译器，口译器

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똑똑한 AI 번역기 파파고, 언어 장벽 없이 대화하는 세상을 꿈꿉니다.

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Cultural Similarities and Differences from cultures around the world.

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What you'll learn to do: explain culture, society, cultural universals, and cultural relativism

Are there rules for eating at McDonald's? Generally, we do not think about rules in a fast food restaurant, but if you look around one on a typical weekday, you will see people acting as if they were trained for the role of fast food customer. They stand in line, pick items from the colorful menus, swipe debit cards to pay, and wait to collect trays of food. After a quick meal, customers wad up their paper wrappers and toss them into garbage cans. Customers' movement through this fast food routine is orderly and predictable, even if no rules are posted and no officials direct the process.

People have written entire books analyzing the significance of fast food customs. They examine the extensive, detailed physicality of fast food: the food itself, wrappers, bags, trays, those tiny ketchup packets, the tables and chairs, and even the restaurant building. Everything about a chain restaurant reflects culture, the beliefs and behaviors that a social group shares. Sociological analysis can be applied to every expression of culture, from sporting events to holidays, from education to transportation, from fashion to etiquette.

In this section, you'll examine culture and society and come to understand that a culture represents the beliefs, practices and artifacts of a group, while society represents the social structures and organization of the people who share those beliefs and practices.

Learning outcomes

Discuss and give examples of cultural universalism

Describe and give examples of ethnocentrism and cultural relativism

Cultural Universals

Cultural Universals

Often, a comparison of one culture to another will reveal obvious differences. But all cultures also share common elements. Cultural universals are patterns or traits that are globally common to all societies. One example of a cultural universal is the family unit: every human society recognizes a family structure that regulates sexual reproduction and the care of children. Even so, how that family unit is defined and how it functions varies. In many Asian cultures, for example, family members from all generations commonly live together in one household. In these cultures, young adults continue to live in the extended household family structure until they marry and join their spouse's household, or they may remain and raise their own nuclear family within the extended family's homestead. In the United States, by contrast, individuals are expected to leave home and live independently for a period before forming a family unit that consists of parents and their offspring. Other cultural universals include customs like funeral rites, weddings, and celebrations of births. However, each culture may view and enact these rituals and ceremonies quite differently.

Anthropologist George Murdock first recognized the existence of cultural universals while studying systems of kinship around the world. Murdock found that cultural universals often revolve around basic human survival, such as finding food, clothing, and shelter, or around shared human experiences, such as birth and death or illness and healing. Through his research, Murdock identified other universals including language, the concept of personal names, and, interestingly, jokes. Humor seems to be a universal way to release tensions and create a sense of unity among people (Murdock 1949). Sociologists consider humor necessary to human interaction because it helps individuals navigate otherwise tense situations.

Is Music a Cultural Universal?

Imagine that you are sitting in a theater, watching a film. The movie opens with the heroine sitting on a park bench with a grim expression on her face. Cue the music. The first slow and mournful notes play in a minor key. As the melody continues, the heroine turns her head and sees a man walking toward her. The music slowly gets louder, and the dissonance of the chords sends a prickle of fear running down your spine. You sense that the heroine is in danger.

Now imagine that you are watching the same movie, but with a different soundtrack. As the scene opens, the music is soft and soothing, with a hint of sadness. You see the heroine sitting on the park bench and sense her loneliness. Suddenly, the music swells. The woman looks up and sees a man walking toward her. The music grows fuller, and the pace picks up. You feel your heart rise in your chest. This is a happy moment.

Music has the ability to evoke emotional responses. In television shows, movies, even commercials, music elicits laughter, sadness, or fear. Are these types of musical cues cultural universals?

In 2009, a team of psychologists, led by Thomas Fritz of the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig, Germany, studied people's reactions to music that they'd never heard (Fritz et al. 2009). The research team traveled to Cameroon, Africa, and asked Mafa tribal members to listen to Western music. The tribe, isolated from Western culture, had never been exposed to Western culture and had no context or experience within which to interpret its music. Even so, as the tribal members listened to a Western piano piece, they were able to recognize three basic emotions: happiness, sadness, and fear. Music, it turns out, is a sort of universal language.

Researchers also found that music can foster a sense of wholeness within a group. In fact, scientists who study the evolution of language have concluded that originally language (an established component of group identity) and music were one (Darwin 1871). Additionally, since music is largely nonverbal, the sounds of music can cross societal boundaries more easily than words. Music allows people from different cultures to easily make connections, whereas overcoming language barriers might be more difficult. As Fritz and his team found, music and the emotions it conveys can be cultural universals.

Ethnocentrism and Cultural Relativism

Ethnocentrism and Cultural Relativism

Despite how much humans have in common, cultural differences are far more prevalent than cultural universals. For example, while all cultures have language, analysis of particular language structures and conversational etiquette reveal tremendous differences. In some Middle Eastern cultures, it is common to stand close to others in conversation. North Americans keep more distance and maintain a larger "personal space." Even something as simple as eating and drinking varies greatly from culture to culture. If your professor comes into an early morning class holding a mug of liquid, what do you assume she is drinking? In the United States, the mug is most likely filled with coffee, not Earl Grey tea, a favorite in England, or Yak Butter tea, a staple in Tibet.

The way cuisines vary across cultures fascinates many people. Some travelers pride themselves on their willingness to try unfamiliar foods, like celebrated food writer Anthony Bourdain, while others return home expressing gratitude for their native culture's fare. Often, people in the United States express disgust at other cultures' cuisine and think that it's gross to eat meat from a dog or guinea pig, for example, while they don't question their own habit of eating cows or pigs. Such attitudes are an example of ethnocentrism , or evaluating and judging another culture based on how it compares to one's own cultural norms. Ethnocentrism, as sociologist William Graham Sumner (1906) described the term, involves a belief or attitude that one's own culture is better than all others, and should therefore serve as the standard frame of reference. Almost everyone is a little bit ethnocentric. For example, Americans tend to say that people from England drive on the "wrong" side of the road, rather than on the "other" side. Someone from a country where dog meat is standard fare might find it off-putting to see a dog in a French restaurant-not on the menu, but as a pet and fellow patron's companion. A good example of ethnocentrism is referring to parts of Asia as the "Far East." One might question, "Far east of where?"

A high level of appreciation for one's own culture can be healthy; a shared sense of community pride, for example, connects people in a society. But ethnocentrism can lead to disdain or dislike for other cultures and could cause misunderstanding and conflict. People with the best intentions sometimes travel to a society to "help" its people, because they see them as uneducated or backward-essentially inferior. In reality, these travelers are guilty of cultural imperialism , the deliberate imposition of one's own ostensibly advanced cultural values on another culture. Europe's colonial expansion, begun in the sixteenth century, was often accompanied by a severe cultural imperialism. European colonizers often viewed the people in the lands they colonized as uncultured savages who were in need of European governance, dress, religion, and other cultural practices. A more modern example of cultural imperialism may include the work of international aid agencies who introduce agricultural methods and plant species from developed countries while overlooking indigenous varieties and agricultural approaches that are better suited to a particular region.

Ethnocentrism can be so strong that when confronted with all of the differences of a new culture, one may experience disorientation and frustration. In sociology, we call this culture shock. A traveler from Chicago might find the nightly silence of rural Montana unsettling, not peaceful. An exchange student from China might be annoyed by the constant interruptions in class as other students ask questions-a practice that is considered rude in China. Perhaps the Chicago traveler was initially captivated by Montana's quiet beauty and the Chinese student was originally excited to see a U.S.-style classroom firsthand. But as they experience unanticipated differences from their own culture, their excitement gives way to discomfort and doubts about how to behave appropriately in the new situation. Eventually, as people learn more about a culture and adapt to its norms, they recover from culture shock.

Culture shock may appear because people aren't always expecting cultural differences. Anthropologist Ken Barger (1971) discovered this when he conducted a participatory observation in an Inuit community in the Canadian Arctic. Originally from Indiana, Barger hesitated when invited to join a local snowshoe race. He knew he'd never hold his own against these experts. Sure enough, he finished last, to his mortification. But the tribal members congratulated him, saying, "You really tried!" In Barger's own culture, he had learned to value victory. To the Inuit people, winning was enjoyable, but their culture valued survival skills essential to their environment: how hard someone tried could mean the difference between life and death. Over the course of his stay, Barger participated in caribou hunts, learned how to take shelter in winter storms, and sometimes went days with little or no food to share among tribal members. Trying hard and working together, two nonmaterial values, were indeed much more important than winning.

During his time with the Inuit tribe, Barger learned to engage in cultural relativism. Cultural relativism is the practice of assessing a culture by its own standards rather than viewing it through the lens of one's own culture. Practicing cultural relativism requires an open mind and a willingness to consider, and even adapt to, new values and norms. However, indiscriminately embracing everything about a new culture is not always possible. Even the most culturally relativist people from egalitarian societies-ones in which women have political rights and control over their own bodies-would question whether the widespread practice of female genital mutilation in countries such as Ethiopia and Sudan should be accepted as a part of cultural tradition. Sociologists attempting to engage in cultural relativism, then, may struggle to reconcile aspects of their own culture with aspects of a culture they are studying.

Sometimes when people attempt to rectify feelings of ethnocentrism and to practice cultural relativism, they swing too far to the other end of the spectrum. Xenocentrism is the opposite of ethnocentrism, and refers to the belief that another culture is superior to one's own. (The Greek root word xeno, pronounced "ZEE-no," means "stranger" or "foreign guest.") An exchange student who goes home after a semester abroad or a sociologist who returns from the field may find it difficult to associate with the values of their own culture after having experienced what they deem a more upright or nobler way of living.

Perhaps the greatest challenge for sociologists studying different cultures is the matter of keeping a perspective. It is impossible for anyone to keep all cultural biases at bay; the best we can do is strive to be aware of them. Pride in one's own culture doesn't have to lead to imposing its values on others. And an appreciation for another culture shouldn't preclude individuals from studying it with a critical eye.

Overcoming Culture Shock

During her summer vacation, Caitlin flew from Chicago to Madrid to visit Maria, the exchange student she'd befriended the previous semester. In the airport, she heard rapid, musical Spanish being spoken all around her. Exciting as it was, she felt isolated and disconnected. Maria's mother kissed Caitlin on both cheeks when she greeted her. Her imposing father kept his distance. Caitlin was half asleep by the time supper was served-at 10 p.m.! Maria's family sat at the table for hours, speaking loudly, gesturing, and arguing about politics, a taboo dinner subject in Caitlin's house. They served wine and toasted their honored guest. Caitlin had trouble interpreting her hosts' facial expressions, and didn't realize she should make the next toast. That night, Caitlin crawled into a strange bed, wishing she hadn't come. She missed her home and felt overwhelmed by the new customs, language, and surroundings. She'd studied Spanish in school for years-why hadn't it prepared her for this?

What Caitlin hadn't realized was that people depend not only on spoken words but also on subtle cues like gestures and facial expressions, to communicate. Cultural norms accompany even the smallest nonverbal signals (DuBois 1951). They help people know when to shake hands, where to sit, how to converse, and even when to laugh. We relate to others through a shared set of cultural norms, and ordinarily, we take them for granted.

For this reason, culture shock is often associated with traveling abroad, although it can happen in one's own country, state, or even hometown. Anthropologist Kalervo Oberg (1960) is credited with first coining the term "culture shock." In his studies, Oberg found that most people found encountering a new culture to be exciting at first. But bit by bit, they became stressed by interacting with people from a different culture who spoke another language and used different regional expressions. There was new food to digest, new daily schedules to follow, and new rules of etiquette to learn. Living with these constant adaptive challenges can make people feel incompetent and insecure. People react to frustration in a new culture, Oberg found, by initially rejecting it and glorifying one's own culture. An American visiting Italy might long for a "real" pizza or complain about the unsafe driving habits of Italians compared to people in the United States.

It helps to remember that culture is learned. Everyone is ethnocentric to an extent, and identifying with one's own country is natural.

Caitlin's shock was minor compared to that of her friends Dayar and Mahlika, a Turkish couple living in married student housing on campus. And it was nothing like that of her classmate Sanai. Sanai had been forced to flee war-torn Bosnia with her family when she was fifteen. After two weeks in Spain, Caitlin had developed a bit more compassion and understanding for what those people had gone through. She understood that adjusting to a new culture takes time. It can take weeks or months to recover from culture shock, and it can take years to fully adjust to living in a new culture.

By the end of Caitlin's trip, she'd made new lifelong friends. She'd stepped out of her comfort zone. She'd learned a lot about Spain, but she'd also discovered a lot about herself and her own culture.

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Are there rules for eating at McDonald's? Generally, we do not think about rules in a fast food restaurant, but if you look around one on a typical weekday, you will see people acting as if they were trained for the role of fast food customer.

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How to use Google Docs.

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SpanishDictionary.com is the world’s largest online Spanish-English dictionary, translator, and reference tool.

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Dictionaries, translation and language resources

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Over 8000 online bilingual and multilingual dictionaries, free automatic translation and other useful language resources.