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High-quality papers should include: an introduction; be double-spaced and written in 12-point, Times New Roman font; a clear thesis statement ; supporting evidence with proper MLA in-text (author-page style) (Links to an external site.) or Chicago Style footnote (notes-bibliography) (Links to an external site.) citations; and end with a solid conclusion.Prompt 2: How did racial and ethnic minorities (i.e. black Americans, Chinese immigrants, Native Americans, etc.) encounter liberty and civil rights in the United States during the second half of the 19th century (1865-1900) and the early 20th century (1900-1929)? Did they receive the full rights of U.S. citizenship enjoyed by many white Americans at the time? Did minority groups experience unequal treatment, repression, and barriers to full citizenship in American society? .

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Running head: Civil Rights Leaders: Malcolm X 1 Civil Rights Leaders: Malcolm X 3Civil Rights Leaders: Malcolm X Student’s Name Institution Affiliation Civil Rights Leaders: Malcolm X Malcolm X born as Malcolm Little in 1925 Omaha Nebraska will be remembered for many things, but mostly, he is remembered for being one of the most African Americans in history. He was orphaned at an early age after his father was killed and his mother placed in a mental institution. He was later arrested and imprisoned at 20 for larceny and in there he become a member of the Nation of Islam. After his parole in 1952, he was become one of the top most leaders of the organization. His name X was a name he took up while in prison to symbolize his stolen African Identity and the fact that the Nation Islam spoke of Europeans as Immoral and advocated for Black Nationalism and racial separatism pulled Malcolm to the organization. This is the same message he spoke to people while in and out of prison and it captured many people’s hearts (History, 2016). He will be remembered for his leadership in Islam that saw the population grow from 400 to 40,000 members in a span of 10 years. He exhorted black communities to cast of Slavism by whichever means possible, violence inclusive. He was the first African American to form the Afro-American Unity organization where he spoke with so much conviction that the problem facing African-Americans in the U.S.A. was racism and not the white counter parts as many would have thought. Malcolm will be remembered for making speeches that racism should be rid of as it was the greatest foe to African-Americans and his passion for the rights of his people made his movement gain many followers and he became one of the most influential civil rights movement in history (History, 2016). References History. (2016). This Day In History: Malcomm X Assasinated. History, 1. HIS 1120, American History II 1 Course Learning Outcomes for Unit VII Upon completion of this unit, students should be able to: 8. Analyze the social, political, and economic impact on civil rights from the mid-20th century to today. Reading Assignment H. J. Res. 1145, 88th Cong. 88-408 (1964) (enacted). Retrieved from http://www.ourdocuments.gov/doc.php?doc=98&page=transcript Kennedy, J. F. (1962, September 12). 1962-09-12 Rice University [Speech]. Retrieved from http://www.jfklibrary.org/Asset-Viewer/MkATdOcdU06X5uNHbmqm1Q.aspx Kennedy, R. F. (1968, April 4). 1968-04-04 RFK on MLK [Audio file]. Retrieved from https://commons.wikimedia.org/wiki/File:1968-04-04_RFK_on_MLK.ogg The Bay of Pigs. (n.d.). JFK in history. Retrieved from http://www.jfklibrary.org/JFK/JFK-in-History/The-Bay-of- Pigs.aspx In order to access the resources below, you must first log into the myWaldorf Student Portal and access the America: History and Life with Full Text database within the Waldorf Online Library. In order to access the following resource(s ...

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The main reason for immigration to the United States during the late nineteenth century was the: a. industrial revolution in Northern Europe. b. religious persecution in Southern Europe. c. desire for economic betterment. d. collapse of the peasant economy in central and southern Europe. e. there were no immigrants coming to the United States in the late nineteenth century. The urban ethnic neighborhoods of the late nineteenth century: a. were crowded and unhealthy. b. were destroyers of traditional immigrant culture. c. were racially and ethnically integrated. d. were the sole cause of urban problems. e. had areas reserved where people could grow gardens and house their animals. Most European immigrants who arrived between 1880 and 1914 came from: a. The Caribbean. b. Europe. c. Africa. d. Asian. e. Mexico. For the most part, native- born Americans viewed the \"new immigrants\" as: a. culturally sophisticated and racially fit. b. politically mature c. racially inferior and culturally impoverished. d. groups who would enrich America\'s multicultural society. e. capable of assimilating to American traditions. Social Darwinism argued that human history witnessed: a struggle among the races, with the strongest triumphing. b. the inevitable evolution of the weakest groups to the positions of highest power. c. the inevitable collapse of capitalism. d. the evolution of humans from the ape. e. the eventual disintegration of Western civilization. The Red Scare: a. ended when Woodrow Wilson voiced his opposition to repression. b. was led by labor unions and social reformers c. completely destroyed the Socialist party of America. d. targeted Native Americans. e. exemplified postwar American fear of foreign ideas and influences. Most African Americans in the United States in the early twentieth century were: a. treated better by their employers than were the immigrant workers. b. denied job opportunities by the northern Jim Crow laws. c. urban skilled tradesmen and middle-class businessmen. d. southern sharecroppers. e. actively engaged in politics. Solution Religious persecution was another driver of immigration. Scandinavian immigrants fled official discrimination in their home countries, while Russian Jews came to America to escape the pogroms. Immigrants were rarely met with open arms. Nativist organizations like the Know-Nothings opposed German and Irish immigration due to anti-Catholic sentiment. The influx of Chinese immigrants in the West eventually led to official restrictions on immigration from China..

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Not Who We Are Paul A. Kramer Slate, Feb 3, 2017 http://www.slate.com/articles/news_and_politics/history/2017/02/trump_s_muslim_ban _and_the_long_history_of_american_nativism.html The United States is neither a land of nativists nor a haven for immigrants. Our xenophobic impulses and loftiest ideals have been in conflict since the founding. Immigrant and immigrant-descended intellectuals remade the Statue of Liberty into a sign of greeting and protection. The Statue of Liberty’s long career as a beacon to the oppressed began in 1882 with refugees whose religion some Americans feared. The czar was cracking down on Jews, and tens of thousands of people fled across Europe, many reaching the East Coast of the United States. Jewish American organizations rushed to aid them, as commentators debated what the sudden influx meant. What, if anything, did America owe these impoverished strangers, with their non-Christian faith? In a booming industrial society hungry for workers but fearful of beggars and bomb-throwers, were they a benefit or a danger? It was at this moment that a Jewish American poet in New York, Emma Lazarus, made her way to the depot on Wards Island, where the refugees were being housed. Moved by their suffering, she taught classes and pressed for better shelter, food, and sanitation. Later, Lazarus was asked to contribute a poem for an auction to raise funds for the Statue of Liberty’s pedestal, and here she did something strange. Until then, the icon had symbolized Franco-American friendship and trans-Atlantic republicanism. But in her sonnet, Lazarus recast it as a welcome signal to the poor and threatened, a “Mother of Exiles” calling out to the world to give over its “huddled masses yearning to breathe free.” Lazarus’ statue was not asking: “Send these, the homeless, tempest-tost, to me”; it commanded. The poem wore its ambivalence about immigrants on its sleeve—“wretched refuse,” it called them—but it also expressed the idea of the United States as a haven for outcasts in bold new ways, ways that would face repeated onslaughts in the coming decades. Last week, Donald Trump launched the latest of these attacks, issuing an executive order that suspends the entrance of all refugees for 120 days, prohibits the entry of citizens from seven Muslim-majority countries for at least 90 days, and bars Syrian refugees indefinitely. Given the racist, anti- immigrant nationalism at the center of Trump’s presidential campaign, his action came as no surprise. For his supporters, it represented a blow against menacing Islam and an assertion of white, Protestant identity as the genuine core of what it means to be American. For Trump’s many critics, it represented an outrageous affront to the United States’ deepest values as a beckoning “nation of immigrants,” the tradition that Lazarus championed. Both stories about immigration and America—that there was a glorious past in which America was p ...

Not Who We Are Paul A. Kramer Slate, Feb 3, 2017 http.docx

curwenmichaela

The common thread throughout these examples and the premise for this paper is the following. Slavery, Jim Crow, The Trail of Tears, the Holocaust, the internment of Japanese citizens during World War 11, and the current administrations desired prohibitions regarding Muslims, the fixation with a wall at the southern border, and now separating children from their families all stem from a tragic lack of belief in and respect for the humanity of “The Other.” When one group thinks itself better than another, tragedy happens. The fear of other races and ethnicities comingling feeds such thinking. Another theme is a very strong desire to retain what many believe is the one true culture, not to be mixed with language, religion, or traditions from other cultures. There is hope , though, and it comes from what for some may be a surprising source.

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HIS 204 Week 4 DQ 1 A Single American Nation HIS 304 Week 3 Quiz HIS 204 Week 3 Final Paper Preparation (Native American history) HIS 204 Week 3 DQ 2 The End of Isolation HIS 204 Week 3 DQ 1 Normalcy and the New Deal HIS 204 Week 2 Quiz HIS 204 Week 2 Paper The Progressive Presidents HIS 204 Week 2 DQ 2 America's Age of Imperialism HIS 204 Week 2 DQ 1 The Progressive Movement HIS 204 Week 1 Quiz HIS 204 Week 1 DQ 2 The Industrial Revolution HIS 204 Week 1 DQ 1 The History of Reconstruction HIS 204 Week 4 DQ 2 Cold War HIS 204 Week 4 Quiz HIS 204 Week 5 DQ 1 The Age of Reagan HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People HIS 204 Week 5 Final Paper Native American history

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sivakumar4841

Muñoz the chicano_movement

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Race, Ethnicity, and Gender in the 19th Century Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. However, from roughly 1867 to 1875, African Americans enjoyed far more political influence and equal rights than they ever had before, or ever would again, until the end of the modern Civil Rights Movement almost a century later. In addition to the disturbance in the social hierarchy created by the end of slavery, the nation experienced the influx of huge numbers of immigrants during the last half of the 1800s, many of whom were viewed by the American population as different and inferior to earlier waves of immigrants. Adding to concerns about social order was the push for women’s suffrage that arose after Civil War. These factors came together to create a threat to White male supremacy and combined to create a period characterized by conflict over race, ethnicity, and gender. Review the following sources about the differences between primary and secondary sources: Primary, Secondary, Tertiary Sources Transcript How to Research Primary Sources How to Research Secondary Sources Required sources: What is Freedom?—Freedom: A History of US in the Films on Demand database in the Ashford University Library Alien Menace Recommended sources: Entertaining Citizenship: Masculinity and Minstrelsy in Post-Emancipation San Francisco Identity, Marriage, and Schools: Life along the Color Line/s in the Era of Plessy v. Ferguson Whiteness, Freedom, and Technology: The Racial Struggle Over Philadelphia’s Streetcars, 1859-1867 Instructions: Explore the Alien Menace exhibit thoroughly, viewing all of the links. You are not required to answer the questions on the website, but consider them. Watch What is Freedom?—Freedom: A History of US from the Films on Demand database. Based on Chapter 1 in your textbook, the required exhibit, and the film, explain Why the last half of the 1800s was a time of conflict over the meanings of citizenship, race, and gender. How African Americans, White Americans, and immigrants worked to secure their places in the social and political hierarchy. Your initial post should be at least 250 words in length. Provide specific examples to support your points. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7. .

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(J) o ~ ~ < - ~~ ::z:_ m 0_ 3en °enZc rD en () Q U'> ::r ::J CO < CO" ~ U'> o ::J () o ::J -+.... ~ .... SQ. Q ISSUE 2 Is Third World Immigration a Threat to America's Way of Life? YES: Peter Brimelow, from Alien Nation: Common Sense About America's Immigration Disaster (Random House, 1995) NO: John Isbister, from The Immigration Debate: Remaking America (Kumarian Press, 19%) ISSUE SUMMARy YES: Peter Brimelow, a writer and senior editor of Forbes and Na tional Review, asserts that the large influx of immigrants from non European countries threatens to undermine the cultural foundations of American unity. NO: John Isbister, a provost at the University of California, Santa Cruz, dtes research showing that immigration does not have the many negative impacts that people like Brimelow fear. He argues that immigration has a negligible effect on earnings and public finances and that its cultural impacts "will make it more obvious that the United States is a plural and not a unicultural sodety." I n his 1996 State of the Union speech, President Bill Clinton promised a 50 percent increase in border patrols to try to dramatically reduce illegal immigra tion. Polls show that this stand is a popUlar one. There is also much support for cutting back on legal immigration. Today the number of legal immigrants to America is close to 1 million per year, and illegal ("undocumented") immigrants probably number well over that figure. In terms of numbers, immigration is now comparable to the level it reached dUring the early years of the twentieth century, when millions of immigrants arrived from southern and eastern Europe. A majority of the new immigrants, however, do not come from Europe but from what has been called the "Third World"-the underdeveloped nations. The largest percentages come from Mexico, the Philippines, Korea, and the islands of the Caribbean, while European immigration has Shrunk to about 10 percent. Much of the reason for this shift has to do with changes made in U.S. immigration laws during the 1960s. Decades earlier, in the 1920s, America had narrowed its gate to people 22 from certain regions of the world by imposing quotas designed to preserve the balance of races in America. But in 1965 a series of amendments to the Immigration Act put all the world's people on an equal footing in terms of immigration. The result, wrote journalist Theodore H. White, was "a stampede, almost an invasion" of Third World immigrants. Indeed, the 1965 amendments made it even easier for Third World immigrants to enter the country because the new law gave preference to those with a family member already living in the United States. Since most of the European immigrants who settled in the early part of the century had died off, and since few Europeans had immigrated in more recent years, a greater percentage of family-reuniting immigration came from the Third World. ...

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American Apartheid Segregation and the Making of the Underclass DOUGLAS S. MASSEY NANCY A. DENTON Harvard University Press Cambridge, Massachusetts London, England Copyright © 1993 by the President and Fellows of Harvard College All rights reserved Printed in the United States of America Tenth printing, 2003 Library of Congress Cataloging-in-Publication Data Massey. Douglas S. American apartheid: segregation and the making of the underclass / Douglas S. Massey, Nancy A. Denton. p. cm. Includes index. ISBN 0 - 6 7 4 - 0 1 8 2 0 - 6 (acid-free) (cloth) ISBN 0 - 6 7 4 - 0 1 8 2 1 - 4 (pbk.) 1. Race discrimination—United States—History-20th century. 2. Segregation—United States—History—20th century. 3. Afro- Americans—Social conditions. 4. Inner cities—United States— History—20th century. 5. United States—Race relations. 6. United States—Social policy. I. Denton. Nancy A. II. Title. E185.61.M373 1993 305.8'00973—dc20 92-13889 CIP To Dr. Kenneth B. Clark an inspiration to a generation 16 AMERICAN APARTHEID of racial oppression to an isolated portion of the urban geography far removed from the experience of most whites. Resting on a foundation of segregation, apartheid not only denies blacks their rights as citizens but forces them to bear the social costs of their own victimization. Although Americans have been quick to criticize the apartheid system of South Africa, they have been reluctant to acknowledge the conse- quences of their own institutionalized system of racial separation. The topic of segregation has virtually disappeared from public policy debates; it has vanished from the list of issues on the civil rights agenda; and it has been ignored by social scientists spinning endless theories of the underclass. Residential segregation has become the forgotten factor of American race relations, a minor footnote in the ongoing debate on the urban underclass. Until policymakers, social scientists, and private citizens recognize the crucial role of America's own apartheid in perpetuat- ing urban poverty and racial injustice, the United States will remain a deeply divided and very troubled society. 31 The Construction of the Ghetto The problem of the 20th Century is the problem of the color line. W. E. B. Du Bois Surveying the harsh black-and-white landscape of contemporary urban America, it is hard to imagine a time when people of European and African origin were not highly segregated from one another. 1 In an era when Watts, Harlem, and Roxbury are synonymous with black geo- graphic and social isolation, it is easy to assume that U.S. cities have always been organized to achieve a physical separation of the races. The residential segregation of blacks and whites has been with us so long that it seems a natural part of the social order, a normal and unremarkable feature of America's urban landscape. Yet it wasn't always so. There was a time, before 1900, when blacks and whites lived side by side in.

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Historian Alan Knight states that, “modern Mexico is a racial mix” and goes on to outline several examples from Mexico’s history to support one of the main claims of his essay. Identify one of the examples found in Knight’s essay and comment on its importance to the main themes of the essay overall. How would you summarize Knight’s views on the Mexican Revolution´s impact on the concepts of race and race relations in postrevolutionary Mexico? ths week's question for discussion Weekly Discussion Board Response The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country). Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph. Weekly Response Paper Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources. It was very interesting to see the different race relations and concepts Alan Knight touches upon in his essay. One major claim that he points upon is the mestizo concept that coincides with Indian racism. Within this concept, he uses first hand references that have witnessed this racism and have also offered diagnostics on this idea as well. As Knight explores two individual groups and their history, the racist his.

Historian Alan Knight states that, modern Mexico is a racial mix” a.docx

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Week 3 Vietnamese, Laotian, and Cambodian American Rambaut notes that diversity is the hallmark of Vietnamese, Laotian, and Cambodian refugees coming to the United States. How are the groups similar or different from one another? What factors shaped the patterns of settlement and secondary migration that later emerged? The influx of thousands of immigrants from Southeast Asia during the mid to late 1970’s noticeable a new era in immigration to the United States because of multiple aspects. One of the characteristics that defined this new era was the region from which these new immigrants were coming. A second mannerism of this new era was that the arrival of these immigrants created a strong, negative reaction among Americans against them. Furthermore, the arrival of these immigrants led to new legislation regarding their status. The first major influx of Cambodian immigrants who began arriving in the United States during the late 1970’s was part of a large group of refugees from Southeast Asia fleeing political instability in their homelands. As the Indochina War, the refugee shares a common history and experience the face in War. However, “they have different social back grounds, language, cultural, and often adversarial histories, and reflect different patterns of settlement and adaption in America” (pg.178). They range from member of the elites of former back government to Vietnamese and Chinese “boat people” survivors of the killing field of Cambodia in the late 1970s, and farmer from the highlands of northern Laos” (pg.178). Each of these ethnic group there are major different in social class. The war produced massive refugee population in United State. According to the text during the war “the first refugee arrives in U.S was Vietnamese immigration in 1952, then Cambodian immigrant arrived in 1953 Laotian in 1959”. (pg. 181). Most of the refugee are university students. The refugee was primarily placed in separate zip code in different state and half of the refugee are send to the state of their choice. Like other immigrants from Southeast Asia, Cambodian immigrants have inclined to work mostly in low-wage jobs. Many have looked for work similar to what they did in Cambodia, but some who had professional training have been unable to find corresponding employment in the United States. Cambodian Americans have generally had a difficult time economically in the United States. Unemployment among them is high. Many of them have lived in poverty and been dependent on government assistance · In the chapter “Vietnamese, Laotian, and Cambodian Americans” Ruben G. Rumbaut discusses the immigration and settlement of refugees and immigrants from Vietnam, Cambodia, and Laos. Rumbaut highlights the very different experiences these groups of people went through and currently go through compared to other Asian American groups. One main driving factor that effected their settlement and adaptation was the effect that the Vietnam Wa.

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[email protected] / Hispanic Americans SOCY 3020-E01 Race and Ethnicity in the U.S. Fall 2018 Latinos/Hispanics in the U.S.  By the numbers:  Approximately 56.6 Million as of July 1, 2015. (about 18% of the U.S. population & constantly growing.) (U.S. Census Bureau)  65% are of Mexican background, 9% Puerto Rican, 3.5% Cuban. The rest are grouped as ‘other’ including the Caribbean people, South Americans, and Central Americans (Pew Research Center).  Of the 15+ million of undocumented immigrants in the U.S. approximately 10 million are Hispanic immigrants of which 7 million are of Mexican nationality (Pew Research Center).  More than half of the Latino/Hispanic American population resides in these three states: California, Texas, and Florida.  “California had the largest Hispanic population of any state (15.2 million) in 2015. Texas had the largest numeric increase within the Hispanic population since July 1, 2014. New Mexico had the highest percentage of Hispanics at 48.0 percent” (U.S. Census Bureau).  Stewart County in southwest Georgia experienced the most growth in the Hispanic population since 2000, growing 1,754% over 13 years (Pew Research Center). Latino vs. Hispanics Latino vs. Hispanic: The Terminology Conflict  What is “Latino?” A Latino is someone from Latin America.  What is “Hispanic?” A Hispanic is an “Hispano parlante” which translates into a Spanish-speaking individual.  Why both terms? Both terms are used interchangeably in order to try to include as many Latin Ethnic groups as possible.  Which one is used over the other depends on different parts of the country. Usually, Latino is predominantly used as a term in the East Coast and Hispanic is used in the West Coast, even though either term is being applied interchangeably nowadays.  Why does the government prefers “Latino” over “Hispanic?” It simply correlates to the federal government being on the East Coast and using the term “Latino.” Pan-Latinoness  Mexico  Mexico is divided in 31 states.  Pop: 124 million.  Ranked 10th most populated country in the world behind Russia and followed by Japan.  Central America & The Caribbean  U.K., U.S., French, Dutch, and independent countries.  Seven Central American countries.  South America  Twelve countries.  One French Territory.  One British Territory  Five different languages spoken:  Spanish,  Portuguese in Brazil.  French in French Guyana,  Dutch in Suriname,  English in Guyana. “Pan-Latinoness:” Myth or Reality?  The Pan-Latino approach is an example of a panethnicity factor in U.S. society.  As Schaefer (2002) explains, panethnicity “refers to the development of solidarity among ethnic subgroups.  Non-Hispanics often give single label to the diverse group of native-born Latino Americans and immigrants.  This labeling by the out-group is similar to the dominant group’s wa.

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gerardkortney

THIRD EDITION PETER WINN FOURTEEN North of the Border "Give me your tired, your poor, your huddled masses yearning to breathe free," wrote Emma Lazarus in 1883. Inscribed on a bronze plaque at the base of the Statue of Liberty at the entrance to New York Harbor, these lines expressed the promise of "the land ofliberty" for generations of immigrants to the United States. During the 1980s, more immigrants arrived in the United States than in any other decade in history. Yet, unlike millions of their predecessors, few of them were welcomed by Lady Liberty and few came from Europe. Most were migrants from Latin America and the Caribbean who had traveled north, not west, to reach the United States, and crossed borders, not oceans, to arrive at its shores. How this nation of immigrants deals with this new wave of immigrants from the south may well shape its domestic history and hemi- spheric relations during the twenty-first century. It may also force the United States of America to rethink what it means to be "American." These new immigrants have made the United States the fifth largest Spanish-speaking country in the world. Today, it has the hemisphere's largest Puerto Rican city, second largest concentrations of Cubans, Sal- vadorans, Haitians, and Jamaicans, and fourth largest Mexican metrop- olis. People of Latin American origin have surpassed African-Americans North of the Border I 585 as the nation's largest minority group. Their concentrations in such large states as California, Florida, New York, and Texas-and in some of the country's biggest cities-will increase their social and political impact still further. By 202 5, they will be the largest race or ethnic group in Cali- fornia, comprising 4 3 percent of the population of the largest state. Al- ready more than half of Miami is of Latin American descent, and the same is true for nearly 40 percent of Los Angeles and a quarter of Hous- ton and New York. Increasingly, "Anglos"-a term that "Hispanics," people with Spanish American cultural roots, apply to all white English- speaking North Americans-will have to come to terms with the fact that they not only share the Americas with their Latin American and Caribbean neighbors, but that they also share their own country with growing communities of "Latinos," people of Latin American descent. The 2000 census revealed that there were more than 3 5 million His- panics living in the continental United States, a 58 percent increase over 1980 and a nine-fold rise over 1950. By 2005, there were over 40 million Hispanics living on the mainland and their numbers were growing four times as fast as the U.S. population as a whole, as a result of immigration-legal and illegal-as well as higher birth rates. If current trends continue, there will be more than roo million Hispanic-Americans by the year 2050, when they will comprise one-quarter of this country's populatio ...

THIRD EDITION PETER WINN FOURTEEN North of the

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How are Japanese and Chinese Americans similar How are they differe.docx

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Hot Spot Policing "Place" can be an important aspect of crime and crime prevention. Behaviors occur across space and time. In the 1990's hot spot policing became a very popular topic. In this paper, you need to address the following: Define the concept of "Hot Spot" from the context of law enforcement, Define the concept of "Hot Product" from the context of law enforcement, Describe VIVA and CRAVE (as they relate to hot spots and hot products), Identify a few products or objects that might be prime targets for crime, and Indicate how these products or objects fit the ideas of VIVA and CRAVED. .

Hot Spot PolicingPlace can be an important aspect of crime and.docx

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HOSP3075 Brand Analysis Paper 1This is the first of three assignme.docx

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Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Forensics in Internet of Things IEEE Internet of Things Journal, I(1),1-15,. Chen, J. & Zhu, Q. (2019). Interdependent Strategic Security Risk Management With Bounded Rationality in the Internet of Things. IEEE Transactions on Information Forensics and Security, 14(11), 2958-2971. Borek, A. (2014). Total Information Risk Management: Maximizing the Value of Data and Information Assets (Vol. First edition). Amsterdam: Morgan Kaufmann The readings this week discusses broad context of risk and investigative forensics. Part of risk management is to understand when things go wrong, we need to be able to investigate and report our findings to management. Using this research, or other research you have uncovered discuss in detail how risk and investigate techniques could work to help the organization. ERM helps to protect an organization before an attack, where as forensics investigate technique will help us after an attack - so lets discus both this week. Please make your initial post and two response posts substantive. A substantive post will do at least two of the following: Ask an interesting, thoughtful question pertaining to the topic Answer a question (in detail) posted by another student or the instructor Provide extensive additional information on the topic Explain, define, or analyze the topic in detail Share an applicable personal experience Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7) Make an argument concerning the topic. .

Hou, J., Li, Y., Yu, J. & Shi, W. (2020). A Survey on Digital Fo.docx

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How (Not) to be Secular? by James K.A. Smith Secular (1)—the earthly plane of domestic life as distinguished from the sacred. Secular (2)—areligious, neutral, unbiased, “objective” Secular (3)—a world in which it is possible to imagine not believing in God; religious belief is no longer axiomatic. Cross-pressured—The simultaneous pressure of various spiritual options or the feeling of being caught between an echo of transcendence and the drive toward immanentization. Immanent frame—A constructed social space that frames our lives entirely within a natural order, an order “whose working could be systematically understood and explained in its own term, leaving open the question whether this whole order had a deeper significance....” (Taylor, A Secular Age, p. 15) Exclusive humanism—A worldview that is able to account for meaning and significance without any appeal to the divine or transcendence. Self-transcendence—a turning of life toward something beyond ordinary human flourishing. (Taylor, p. 44) Fullness—The human impulsion to find significance, meaning, value—even within an entirely immanent frame. Spin—A construal of life in an immanent frame that does not recognize itself as construal. Does not grant plausibility to the alternative, Take—A construal of life in an immanent frame that is open to appreciating the viability of other takes. Modern Moral Order (MMO)—Understanding of morality that focuses on the organization of society for mutual benefit rather than obligation to higher or eternal norms. Faith Faith Development Theory and a Look at Faith Today Definitions of Faith Faith (in general) = one’s ultimate concern (Paul Tillich) Religious Faith = a relationship with God which engages a person’s total personhood; (Fischer and Hart reading); personal knowledge of God (Richard McBrien) Faith is not primarily belief in ideas but in God Difference between faith and “the faith”—the latter usually refers to a collection of “beliefs” Misunderstandings of the Meaning of Faith 1. Having faith is believing things, “assenting to truths”—the rationalist misunderstanding 2. Having faith is behaving morally—the moralist misunderstanding 3. Having faith is feeling something —the emotionalist misunderstanding These are all aspects of faith but faith cannot be reduced to any one of these. Key Points about Faith 1. “Faith seeks understanding and is a friend of reason.” (The United States Catholic Catechism for Adults) In the words of Vatican I, faith is “consonant with reason.” Faith and reason are compatible. Faith is not “blind faith.” 2. Although faith has a content (beliefs), what Christians believe in are not the formulas of faith but in the realities they express. 3. Faith is a commitment of the whole person, not just the intellect of the person. 4. Faith is both personal and communal. Faith Development Theory Fowler’s Stages of Faith Similar to Lawrence Kohlberg’s Stages of Moral Development Overview of the Stages.

How (Not) to be Secular by James K.A. SmithSecular (1)—the ea.docx

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Hopefully, you enjoyed this class on Digital Media and Society. Question #1: Has your impression of digital media and society changed after taking this class? How? What in your opinion is the future of digital media and the Internet? Topic 2: One Takeaway There are no readings assigned this week. Reflect on the weekly Read & Watch content you have been exposed to throughout the semester to craft your response. Discussion: There are many interesting concepts, ideas, and theories presented in this class. We talked Curly Fries, Filter Bubbles, Global Collaboration, Digital Divide, Privacy, Big Data... Question #1: What is the most important thing you have learned from this class? What is your Number One Takeaway? .

Hopefully, you enjoyed this class on Digital Media and Society.Q.docx

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hoose (1) one childhood experience from the list provided below. This list has been generated from the Australian Institute of health and Welfare (2020) Australia’s Children report. Asthma in children aged 5-14 Type 1 diabetes in children aged 0-14 Brain cancer in children up to 14 years Anxiety disorders in children aged 5-14 Dental decay in children over 12 Overweight/Obesity in children 5-14 School aged child living with an intellectual disability Children experiencing homelessness Low birthweight babies Children who are exposed to or a victim of family violence After researching the prevalence of your chosen childhood experience, develop a brief hypothetical case study (200 words or so) about a child and their family highlighting the health care setting in which you (the nurse) meet the family; the case study helps to guide your essay and provide context for your reader. To explore the impact of your chosen childhood experience on the child and their family in the case study you have developed, read widely and address the following prompts informed by contemporary and relevant developmental, nursing and family care theory: Outline the prevalence in Australia of the childhood experience chosen and highlight the short term, medium term and potential long term health outcomes/impact on the child Discuss the impact (protective or otherwise) of family, culture and environment on the identified health outcomes for children identified from prompt 1 Explore the impact of the chosen childhood experience on the learning and development of the child in the case study, in light of their age/stage of development When you (the nurse) meet the family (as outlined in your case study) how might you engage therapeutically with the child and family? Outline age/development appropriate communication strategies that you could adopt to support child/family flourishing Based on the chosen childhood experience selected and the case study specifics, provide two priority nursing actions/interventions with rationales, that would advocate for positive child/family health outcomes This essay will be developed with an introduction, body and conclusion, with correct grammar and spelling and acknowledging sources using APA 7th Edition referencing style. Word count of 2000 words +/-10% will be maintained; inclusive of intext references, excluding reference list. Rubric Assessment 3: Case study and literature review Assessment 3: Case study and literature reviewCriteriaRatingsPtsThis criterion is linked to a learning outcome1.Case study developed is clear, informative and feasible 5 PtsExceeds expectationsVery well considered case study. The child/family circumstances are realistic and comprehensively presented in light of the chosen childhood experience; the context of the family and nurse interaction is clearly defined.4 PtsMeets ExpectationsWell considered case study. The child/family circumstances are realistic and thoroughly present.

hoose (1) one childhood experience from the list provided below..docx

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honesty, hard work, caring, excellence HIS 1110 Dr. G. J. Giddings ANALYSIS PAPER: GREAT MIGRATION HISTORY AS TACTIC 4 pages; 4 “works cited”/reference sources (at least 1 primary source) Related Course Outcome: Identify and analyze connections between individual events and national historic events. OPTIONS I Analysis Paper: Migration As Tactic/ Solution (Long Interviews as main resource) (4 pages) Millions of African Americans escaped or ran away from their homes in the South to seek refuge in the North. Explore your individual interviewees’ descriptions of problems (lack of opportunities, racial terrorism, personal reasons, etc.) they faced in the South or wherever, and how they attempted to escape these problems by choosing migration as a tactic or solution. Explore how the individual migration stories connect to or compare with the general Great Migration “push” and “pull” factors, which motivated so many African Americans to leave the South. To help draw these connections, identify and compare the “pull” and “push” factors of the Great Migration as well as other related course themes such as: leadership tactics, African America socio-economic and culture status/state, protest; demographic shifts/changes, etc. OPTIONS II Analysis Paper: Migration As Tactic/ .

honesty, hard work, caring, excellence HIS 1110 Dr. .docx

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hoose one of the four following visuals: Image courtesy of: Nike® 2013 advertisement Image courtesy of: Parents magazine June 2011 Image courtesy of: Harley Davidson® advertisement Image courtesy of: Bank of America advertisement In a 2-3-page APA formatted paper with an additional reference page ( template here ), analyze the strategic use of perceptual visual communication: Analyze how specific semiotic visuals in your chosen image affect different cultural perceptions (age, ethnicity, social group, etc.). Describe how each culture’s cognitive memories and experiences may affect how they perceive this image. Explain why cultural perception is important to consider when working with international or global cultures. Discuss why it is important to consider cultural perception when interacting with different age cultures and different social groupings. Support the items above by including relevant quotes and paraphrases from academic/scholarly sources. .

hoose one of the four following visualsImage courtesy o.docx

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Homework Choose a site used by the public such as a supermarket, doctor's office, library, post office, or department store and observe one or more key processes, the associated suppliers, inputs, process steps, outputs, customers, the measurement systems, and how the measurements are used to manage and improve the process. Submit a Word document in which you include the following: Company visited. Process observed. SIPOC elements. Process measurements. Process management systems used. .

HomeworkChoose a site used by the public such as a supermark.docx

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Homework 2: Please answer the following questions in small paragraphs: • What were the conditions in Europe that led to the conquest of America? • What effects did the conquest had on the native peoples of America, as well as, in the Europeans? • What were the motives, mindset, and social backgrounds of the Spanish conquistadors? • What factors explain the relative ease with which a small number of Spaniards conquered great and populous indigenous empires? .

Homework 2 Please answer the following questions in small paragraph.docx

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Home Notifications My Community BBA 2010-16J-5A21-S1, Introduction to Business Unit VI Upload Assignment: Unit VI Case Study BBA 2010-16J-5A21-S1, Introduction to Business COURSE INFORMATION Start Here Announcements Syllabus/Schedule Unit I Unit II Unit III Unit IV Unit V Unit VI Unit VII Communication Forums Grades RESOURCES My Library Math and Writing Center Student Resources Tools Upload Assignment: Unit VI Case Study .

HomeNotificationsMy CommunityBBA 2010-16J-5A21-S1, Introductio.docx

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Home Announcements Syllabus Discussions Quizzes Grades Chat People Office 365 Course Resource Booklet (Final Submission Due) Child Welfare Advocates have many resources available to them to assist those in need. The key is to know what resources are available. This assignment will require students to create resources on local and child welfare social services and present in a booklet format. This will be an ongoing course project as you learn about new resources in each module. As you continue with your classes, you may even choose to add additional resources. Timeline Module 1 — Course Resource Project assigned Module 2 — Submit for instructor feedback – non-graded. Students will submit the title page, introduction and one agency description in Module 2 for purposes of non-graded feedback. Module 5 — Final Course Resource project due Directions Students will create a booklet that compiles information for twelve different agencies. The twelve agencies must represent the following categories of general services. No category can be eliminated. Adult Assistance — include one agency that specializes in helping the homeless Child Development — include one agency that specializes in helping those in poverty Family Support Services — include one resource on family violence Health — include one agency that specializes in helping those with addiction Legal — include the Guardian Ad Litem program Mental Health Each category should include: A maximum of two agency resources for each category. No more than one state agency may be included in each category. Do not use the same agency more than once. Agencies should be alphabetized by category. Students should work on the Course Resource Booklet each module so they have a cumulative booklet ready for submission. Do not wait until the last minute. Each local agency resource should include the following information. Use headings for components, as needed. (See sample page attached.) Name of Agency Agency address (Domestic Violence shelters may use outreach center) Website URL Hours of Operation Agency Description of 150 to 175 words . This part of the resource booklet must be written and paraphrased in paragraph format and must include the following information: (1.5 spacing for submission to instructor) Mission/Purpose of the resource Populations Served Specific Type of Services Eligibility Requirements One strength and one limitation of the agency or its services The final booklet should include: A Title Page Table of Contents An introduction with a statement of purpose and definition of child welfare Use paragraph form for agency description, strength and limitations of resource Agency information should be alphabetized and spaced at 1.5 Use Times New Roman, size 12 font Include page numbers Be visually appealing and professional in appearance Submit your document to Turnitin®. Turnitin® will tell you if you have copied text from o.

HomeAnnouncementsSyllabusDiscussionsQuizzesGra.docx

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Homeless: The Motel Kids of Orange County Write a 1-2 page paper double spaced using 12 point Calibri/Times New Roman font. Your paper should be written using the “conflict” and “symbolic interactionism” perspective. 1) What was the premise of the video? 2) Give two examples of how the children understood the situation they are in. 3) Why or why not do you see hope for the children. 4) How did the video make you feel? .

Homeless The Motel Kids of Orange CountyWrite a 1-2 page pa.docx

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Home work 8 Date 042220201. what are the different between.docx

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