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This document provides several prompts for essays on immigration topics. One prompt asks to discuss Muslim immigration to the US after 1965, including reasons for coming, countries of origin, education levels, and barriers faced. The prompt also asks how the writer would feel about welcome, responsibility for attacks, and Donald Trump's immigration proposals as a Muslim American. Another prompt compares the treatment of different immigrant groups in America and asks for examples of groups facing similar difficulties to Muslims.

Education

This should be a paper of 4-5 pages.
Discuss Jewish immigration to the United States from 1880-
1920. Be sure to discuss the reasons they came, from what
countries they came, where they settled, what type of jobs they
took and how they rose into the middle class.
Why do you think both the Jewish and Irish immigrants were so
active in the labor movement and formation of labor unions?
Compare the way the educated German-Jewish immigrants
treated the later arriving, less educated Jews from eastern
Europe to the way the Scotch-Irish treated the Irish who came
after the potato famine.
Provide an overview of Muslim immigration to America after
1965. Discuss their reasons for coming to America, what
countries they came from, their educational level and the
barriers they have faced. If you were a Muslim living in
America today would you feel welcome? Would you feel that
you were being held responsible for the jihadist’s attacks in
America and abroad? How do you personally feel about Donald
Trump’s proposal to limit Muslim immigration to America?
Based on what you learned this semester has America ever
treated its immigrants like this before? Be sure to give specific
examples.
In the film (Arranged), discuss the friendship between the two
young schoolteachers. Describe the reaction of their parents
when each of them brought their colleague home to study. Do
you think Arranged sugarcoats the difference between Muslims
and Jews in America?
In Dying in a Strange Country by Tahira Naqui, the main
character (the older woman from Pakistan visiting her son in
America) is concerned that she might die in America. Why is
she concerned? Can you identify with her concern?
Review the immigration experiences of the Mexican/Americans,
Irish/Americans and Italian/Americans. Compare and contrast

their experiences based on why they left their homelands, how
they got to America, what obstacles did they face in American
and how did they ultimately contribute to America’s cultural
and political tableau.
To Clarify the assignment :
(( Provide an overview of Muslim immigration to America after
1965. Discuss their reasons for coming to America, what
countries they came from, their educational level and the
barriers they have faced. (1) If you were a Muslim living in
America today would you feel welcome? (2) Would you feel
that you were being held responsible for the jihadist’s attacks in
America and abroad? (3) How do you personally feel about
Donald Trump’s proposal to limit Muslim immigration to
America? (4) Based on what you learned this semester has
America ever treated its immigrants like this before? Be sure to
give specific examples. ))
^^
(1) For First question, I would like the answer to be as A
Muslim living in America and I’m feeling welcome here to.
(2) For the second question, Yes some people would tell me
I’m also for the jihadist’s attacks in America and abroad,
Although I don’t think who ever did all these attacks are
Muslim Because or religion does not order us to kill other
people who are not Muslim.
(3) For the third question, I don’t like Donald Trump for what
he said about the Muslim people and say that the are terrorist
and her won’t let them come to America. Also I hope that he do
the best for Muslims and all Americans to keep the country
safe.
(4) For the fourth question, Yes America treated some of the
immigrants like that before. AND GIVE EXAMPLE FOR IT.
In the film (Arranged), discuss the friendship between the two
young schoolteachers. Describe the reaction of their parents

when each of them brought their colleague home to study. Do
you think Arranged sugarcoats the difference between Muslims
and Jews in America?
^^ Yes.

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TitleABC123 Version X1Workplace Safety Plan Worksheet.docx

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Title ABC/123 Version X 1 Week 4 Practice Worksheet PSY/315 Version 7 1 University of Phoenix MaterialWeek 4 Practice Worksheet Provide a response to the following questions. Note: Each team member should compute the following questions and submit to the Learning Team forum. The team should then discuss each team member’s answers to ascertain the correct answer for each question. Once your team has answered all the questions, submit a finalized team worksheet. 1. Two boats, the Prada (Italy) and the Oracle (USA), are competing for a spot in the upcoming America’s Cup race. They race over a part of the course several times. The sample times in minutes for the Prada were as follows: 12.9, 12.5, 11.0, 13.3, 11.2, 11.4, 11.6, 12.3, 14.2, and 11.3. The sample times in minutes for the Oracle were as follows: 14.1, 14.1, 14.2, 17.4, 15.8, 16.7, 16.1, 13.3, 13.4, 13.6, 10.8, and 19.0. For data analysis, the appropriate test is the t test: two-sample assuming unequal variances. The next table shows the results of this independent t test. At the .05 significance level, can you conclude that there is a difference in their mean times? Explain these results to a person who knows about the t test for a single sample but who is unfamiliar with the t test for independent means. Hypothesis Test: Independent Groups (t test, unequal variance) Prada Oracle 12.170 14.875 mean 1.056 2.208 std. dev. 10 12 n 16 df -2.7050 difference (Prada - Oracle) 0.7196 standard error of difference 0 hypothesized difference -3.76 t .0017 p-value (two-tailed) -4.2304 confidence interval 95.% lower -1.1796 confidence interval 95.% upper 1.5254 margin of error 2. The Willow Run Outlet Mall has two Haggar Outlet Stores, one located on Peach Street and the other on Plum Street. The two stores are laid out differently, but both store managers claim their layout maximizes the amounts customers will purchase on impulse. A sample of 10 customers at the Peach Street store revealed they spent the following amounts more than planned: $17.58, $19.73, $12.61, $17.79, $16.22, $15.82, $15.40, $15.86, $11.82, $15.85. A sample of 14 customers at the Plum Street store revealed they spent the following amounts more than they planned when they entered the store: $18.19, $20.22, $17.38, $17.96, $23.92, $15.87, $16.47, $15.96, $16.79, $16.74, $21.40, $20.57, $19.79, $14.83. For data analysis, a t test: two-sample assuming unequal variances was used. At the .01 significance level, is there a difference in the mean amount purchased on an impulse at the two stores? Explain these results to a person who knows about the t test for a single sample but who is unfamiliar with the t test for independent means. Hypothesis Test: Independent Groups (t test, unequal variance) Peach Street Plum Street 15.8680 18.2921 mean 2.3306 2.5527 std. dev. 10 14 n 20 df ...

TitleABC123 Version X1Week 4 Practice Worksheet PSY.docx

herthalearmont

TMGT 361 Assignment V Instructions Lecture/Essay Statistics 001 Though you might have forgot most of it, you have already had course work on most of the math and statistics required in this course. There was a prerequisite math quiz to review some of this math. Statistics is merely math (mostly algebra) aimed at (a) summarizing data (descriptive statistics) or (b) judging how well sample data fits a population of data (inferential statistics). Statistics as a term refers to doing a or b, the results of a or b, or the profession or field of study of the math to do a or b. What makes statistics difficult or scary is not the math (software does that in a second) but the qualitative knowledge you need to do the statistics correctly (especially when software will do the number crunching) and interpret the results. Terminology It is helpful to understand the interrelationship of the following. Population. A population is made up of things (or units or pieces, subjects, or test blanks, dogs, test tubes, persons, molecules, or other things). The population is the big set of things we are really interested in. Most hypotheses have to do with a population. Knowledge is most useful and generalizable when it pertains to a population. Usually, we do not have access to a population (because of time, money, availability, or other reasons). Sample. A sample is a subset of the population. We can look at (test, measure, observe, experiment with) a sample much easier than we can the population. We can make decisions about the population based on the results of the sample (inferential statistics). Sampling unit. The sampling unit is often called the unit of observation. The population and sample must have the same types of units or things because the sample is a subset of the things/units in the population. It is easy to understand a unit when it is common, discreet, individual thing, e.g., a person or a car. However, the unit can be a foot of rope, or a mile of rope, one marble, a gram of marble dust, a bag of marbles. The unit is often called the unit of observation due to the traditional reminder that for it to be measurable it must be observable. If I was measuring empathy or love or other emotion or desire, the same is true. I have to define those qualities (those variables, those characteristics) but I also need to know what they are qualities of. Aristotle's explanation is still used and valid. There are objects (things) like an apple. The object has qualities (like color or sugar content or weight or number of worms). Characteristic or quality. A unit/object has any number of characteristics or qualities. The important characteristics are often redundantly called quality characteristics (meaning that those are the important characteristics). Characteristics are also called variables (when they can vary; they are not constant), factors, inputs, descriptors, signals, attributes, and many others depending on the situation or profession. Variable value. Va ...

TMGT 361Assignment V InstructionsLectureEssayStatistics 001.docx

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TL3127 Creativity & Innovation in Organisations – 201718Assig.docx

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Title: The Ship of Love Date: ca. 1500 Period: Renaissance Related People: Artist/Maker: Artist Unknown Attribution: Unknown Artist, Northern Italy Culture: Italian Medium: tempera on wood Dimensions: Sight: 25 x 29 1/2 in. (63.5 x 74.9 cm) Framed: 34 x 38 3/4 x 4 in. (86.4 x 98.4 x 10.2 cm) Credit Line: Gift of The Samuel H. Kress Foundation Provenance: Donated to the Lowe Art Museum in 1961 by The Samuel H. Kress Foundation, New York, NY. Sold July 17, 1950 to Samuel H. Kress, New York, NY (as Ercole Roberti). Collection of Count Alessandro Contini Bonacossi, Rome-Florence, Italy. Collection of Otto Lanz, Amsterdam, The Netherlands by 1934. Description: The imagery of this painting is unparalleled among surviving secular works of the Italian Renaissance, however, a number of features suggest that it is an allegory about love and marriage. Cupid, the god of love, stands on the bow of the ship, guiding it under the protection of Fortune, represented by a statuette atop the canopy of the throne. Inscribed on the canopy is the Latin phrase: “Poems are praised, but costly gifts are sought; so he [the lover] be wealthy, even a barbarian pleases. Now truly is the age of gold: by gold comes many an honor, by gold is affection gained” (Ovid’s Ars Amatoria, 2.277-78). The sleeping maiden dreams of love, whereas her older companion understands the realities of marriage in the Renaissance Italy: she holds a covered chalice symbolizing constancy and faithfulness, and leans upon the arm of the throne decorated with a relief sculpture of a putto bridling a hybrid monster representing the restraint of lust. The origins of the Ship of Love are unknown, but it probably was part of the lavish furnishings of a bedchamber, antechamber, or study of a patrician’s palace. Place Made: Italy Title: Judith with the Head of Holofernes Date: ca. 1670-1680 Period: Baroque Related People: Artist/Maker: Pietro Dandini Attribution: Pietro Dandini, Italy, 1646-1712 Culture: Italian Medium: oil on canvas Dimensions: Sight: 53 x 39 in. (134.6 x 99.1 cm) Framed: 61 1/2 x 47 1/2 x 3 in. (156.2 x 120.7 x 7.6 cm) Credit Line: Gift of George Farkas Provenance: Donated to LAM in 1951 by George Farkas, New York, NY. Description: The biblical story of Judith, the Jewish widow who saved the Israelites by beheading the Assyrian general Holofernes, was an enormously popular subject in European literature and art beginning in the Middle Ages. In addition to her importance as a heroine and defender of her people, Judith was considered a precursor of Christian triumphs, a prefiguration of Christ’s victory over death, a prototype of the Virgin and the Church, and the embodiment of many sterling virtues. Judith with the Head of Holofernes illustrates the immediate aftermath of the gruesome slaying. Judith holds the bloodied sword with which she has decapitated Holofernes, but she has not yet given the general’s head to her maidservant, Abra, to be placed in a basket in preparation for le ...

Title The Ship of LoveDate ca. 1500Period RenaissanceRela.docx

herthalearmont

Title ABC/123 Version X 1 Week 1 Practice Worksheet PSY/315 Version 6 1 University of Phoenix MaterialWeek 1 Practice Worksheet Prepare a written response to the following questions. Chapter 1 1. Explain and give an example for each of the following types of variables: a. Nominal: b. Ordinal: c. Interval: d. Ratio scale: e. Continuous: f. Discrete: g. Quantitative: h. Qualitative: 2. Following are the speeds of 40 cars clocked by radar on a particular road in a 35-mph zone on a particular afternoon: 30, 36, 42, 36, 30, 52, 36, 34, 36, 33, 30, 32, 35, 32, 37, 34, 36, 31, 35, 20 24, 46, 23, 31, 32, 45, 34, 37, 28, 40, 34, 38, 40, 52, 31, 33, 15, 27, 36, 40 Make a frequency table and a histogram, then describe the general shape of the distribution. 3. Raskauskas and Stoltz (2007) asked a group of 84 adolescents about their involvement in traditional and electronic bullying. The researchers defined electronic bullying as “…a means of bullying in which peers use electronics {such as text messages, emails, and defaming Web sites} to taunt, threaten, harass, and/or intimidate a peer” (p.565). The table below is a frequency table showing the adolescents’ reported incidence of being victims or perpetrators or traditional and electronic bullying. a. Using this table as an example, explain the idea of a frequency table to a person who has never had a course in statistics. b. Explain the general meaning of the pattern of results. Incidence of Traditional and Electronic Bullying and Victimization (N=84) Forms of Bullying N % Electronic victims 41 48.8 Text-message victim 27 32.1 Internet victim (websites, chatrooms) 13 15.5 Picture-phone victim 8 9.5 Traditional Victims 60 71.4 Physical victim 38 45.2 Teasing victim 50 59.5 Rumors victim 32 38.6 Exclusion victim 30 50 Electronic Bullies 18 21.4 Text-message bully 18 21.4 Internet bully 11 13.1 Traditional Bullies 54 64.3 Physical bully 29 34.5 Teasing bully 38 45.2 Rumor bully 22 26.2 Exclusion bully 35 41.7 4. Kärnä and colleagues (2013) tested the effects of a new antibullying program, called KiVa, among students in grades 1–3 and grades 7–9 in 147 schools in Finland. The schools were randomly assigned to receive the new antibullying program or no program. At the beginning, middle, and end of the school year, all of the students completed a number of questionnaires, which included the following two questions: “How often have you been bullied at school in the last couple of months?” and “How often have you bullied others at school in the last couple of months?” The table below is a frequency table that shows students’ responses to these two questions at the end of the school year (referred to as “Wave 3” in the title of the table). Note that the table shows the results combined for all of the students in the study. In the table, “victimization” refers to students’ reports of being bullied and “bullying” is students’ reports of bullying other students. a. Using this tab ...

TitleABC123 Version X1Week 1 Practice WorksheetPSY.docx

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This should be a paper of 4-5 pages.Discuss Jewish immigration.docx

1. This should be a paper of 4-5 pages. Discuss Jewish immigration to the United States from 1880- 1920. Be sure to discuss the reasons they came, from what countries they came, where they settled, what type of jobs they took and how they rose into the middle class. Why do you think both the Jewish and Irish immigrants were so active in the labor movement and formation of labor unions? Compare the way the educated German-Jewish immigrants treated the later arriving, less educated Jews from eastern Europe to the way the Scotch-Irish treated the Irish who came after the potato famine. Provide an overview of Muslim immigration to America after 1965. Discuss their reasons for coming to America, what countries they came from, their educational level and the barriers they have faced. If you were a Muslim living in America today would you feel welcome? Would you feel that you were being held responsible for the jihadist’s attacks in America and abroad? How do you personally feel about Donald Trump’s proposal to limit Muslim immigration to America? Based on what you learned this semester has America ever treated its immigrants like this before? Be sure to give specific examples. In the film (Arranged), discuss the friendship between the two young schoolteachers. Describe the reaction of their parents when each of them brought their colleague home to study. Do you think Arranged sugarcoats the difference between Muslims and Jews in America? In Dying in a Strange Country by Tahira Naqui, the main character (the older woman from Pakistan visiting her son in America) is concerned that she might die in America. Why is she concerned? Can you identify with her concern? Review the immigration experiences of the Mexican/Americans, Irish/Americans and Italian/Americans. Compare and contrast

2. their experiences based on why they left their homelands, how they got to America, what obstacles did they face in American and how did they ultimately contribute to America’s cultural and political tableau. To Clarify the assignment : (( Provide an overview of Muslim immigration to America after 1965. Discuss their reasons for coming to America, what countries they came from, their educational level and the barriers they have faced. (1) If you were a Muslim living in America today would you feel welcome? (2) Would you feel that you were being held responsible for the jihadist’s attacks in America and abroad? (3) How do you personally feel about Donald Trump’s proposal to limit Muslim immigration to America? (4) Based on what you learned this semester has America ever treated its immigrants like this before? Be sure to give specific examples. )) ^^ (1) For First question, I would like the answer to be as A Muslim living in America and I’m feeling welcome here to. (2) For the second question, Yes some people would tell me I’m also for the jihadist’s attacks in America and abroad, Although I don’t think who ever did all these attacks are Muslim Because or religion does not order us to kill other people who are not Muslim. (3) For the third question, I don’t like Donald Trump for what he said about the Muslim people and say that the are terrorist and her won’t let them come to America. Also I hope that he do the best for Muslims and all Americans to keep the country safe. (4) For the fourth question, Yes America treated some of the immigrants like that before. AND GIVE EXAMPLE FOR IT. In the film (Arranged), discuss the friendship between the two young schoolteachers. Describe the reaction of their parents

3. when each of them brought their colleague home to study. Do you think Arranged sugarcoats the difference between Muslims and Jews in America? ^^ Yes.

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