Category: Social Science

If you were a historian exploring the connections between religion and psychoactive substances, what historical thread would you pursue. Why is the topic and/or historical period so interesting to you?

please respond to virdiiana. with 200. words. Discussion Ch. 11 and 12
Viridiana Bre 126
March 15, 2024
Huber, W.
Overview
Chapter 11 discusses the differences between government programs such as VA and FHA loans. To be eligible for these loans, a buyer must meet specific requirements. Chapter 12 discusses land contracts and mortgages. In the following text, I will discuss these chapters further.
Key Concept from Chapter 11
In Chapter 11, I learned that FHA loans give more people the opportunity to purchase a home, which was not accessible before Congress created them. FHA loans ensure that lenders are covered in case of non-payment by the borrower. “As the insurer, the FHA incurs full liability for losses resulting from default and property foreclosure. In turn, the FHA regulates many of the terms and conditions of the loan. FHA regulations have the force and effect of law” (Huber, 292).
Key Concept from Chapter 12
I learned that a wraparound mortgage is when the seller acts as the lender, collecting payments from the buyer. “By using a wraparound installment mortgage sales contract, the seller can pass on the benefit of an existing loan at lower-than-market interest rates, even if the buyer is unwilling or unable to directly assume the loan. The“wrap” is sometimes used to get around the provisions of an alienation clause (which limits the ability to assume a loan)” (Huber, p. 313).
Key Concept from Chapter 12
A land contract is similar to a mortgage, but instead of involving a lender, it involves the owner and the buyer. The buyer will only take possession of the land when all payments have been made. “In its simplest form, the land contract is made by a seller who owns the property free and clear. Such a seller need only negotiate the term and interest rate of the contract, along with the amount of down payment, if any” (p. 316).
Summary
by Viridiana Zepeda
Financing a mortgage can be complicated and stressful for all parties involved. However, becoming familiar with all loan options can make things easier. Clients will also benefit from the advice of a knowledgeable agent during the financing process, which can help ease some of the stress associated with this large purchase.

Based on your selected Public Problem(POVERTY) each student will choose a public policy that attempts to bring about a solution and assess it. You may choose any local or state enacted public policy. Student are expected to write 8 pages of content.
You must include the following areas:
What is the intent of the public policy (implicit and explicit)
What is the public agenda surrounding the Public Policy? • Is the policy appropriate or inappropriate? (Explain)
What resources does the public policy provide?
Should this bill have been implemented? (Explain) • Does it address the Public Problem?
Have there been any amendments to the public policy?
What was the reason for amendments?
What are the advantages and disadvantages of the public policy?
MY PUBLIC PROBLEM IS POVERTY.
I HAVE ATTACHED MY PREVIOUS ASSIGNMENT AS A REFERNCE.
MY PUBLIC PROBLEM that I have picket IS POVERTY.

Based on your selected Public Problem(POVERTY) each student will choose a public policy that attempts to bring about a solution and assess it. You may choose any local or state enacted public policy. Student are expected to write 8 pages of content.
You must include the following areas: What is the intent of the public policy (implicit and explicit) What is the public agenda surrounding the Public Policy? • Is the policy appropriate or inappropriate? (Explain) What resources does the public policy provide? Should this bill have been implemented? (Explain) • Does it address the Public Problem? Have there been any amendments to the public policy? What was the reason for amendments? What are the advantages and disadvantages of the public policy?
MY PUBLIC PROBLEM IS POVERTY.
I HAVE ATTACHED MY PREVIOUS ASSIGNMENT AS A REFERNCE. MY PUBLIC PROBLEM that I have picket IS POVERTY.

Please respond to casita. with 400. words. a p a style citations and references Ensuring that educational institutions offer students high-quality, pertinent, and productive learning experiences is largely dependent on the process of academic program assessment. Chaffey College (2019) states that “Program Learning Outcomes (PLOs) are measurable statements that describe knowledge or skills that students achieve upon completion of their academic program”. PLOs should be clear and measurable (Chaffey College, 2019; SACSCOC, 2023).
In an academic program centered around horticulture, for example, a PLO would read, “Students will be able to analyze and interpret data related to plant sciences.” A laboratory report in which students gather and examine data on plant growth in several environments could be an assignment that relates to this result. A rubric that assesses the students’ capacity to apply scientific methods and analyze the importance of their findings in relation to horticulture practices could serve as a direct means of assessment for this PLO.
Reflecting on my own experiences with an online Business Administration program, I can personally attest to the transformative nature of the capstone project. As a student, I was tasked with a PLO that stated, “Students will demonstrate proficiency in developing strategic business plans.” This objective came to life as we tackled the task of creating a thorough business plan, either for a hypothetical company or a real venture we wanted to create.
Throughout the process, the capstone project turned into a pivotal assignment that not only measured our grasp of strategic planning but also ignited our entrepreneurial spirit. We were creating a business concept rather than just finishing an assignment as we included together market analysis, financial projections, and marketing strategies. We didn’t simply study business as students; we also developed into capable business strategists who were prepared to take on the world.
In my previous role as Director of Student Services, I have had the distinct opportunity to directly influence and enhance the experience of our students in their academic journey. One of the key areas under my purview is the Career Counseling unit, where we are committed to providing services that not only meet but exceed our students’ expectations and needs.
To measure the effectiveness of our career services, we employ both national and local indirect methods of outcome assessment. For instance, at the national level, we have adopted the practice of administering the widely recognized National Association of Colleges and Employers (NACE) survey. This standardized career satisfaction survey allows us to capture a broad snapshot of how our services are perceived by students in relation to nationwide benchmarks. The insights gleaned from this survey help us to identify areas where we are excelling and, more importantly, where we need to implement strategic improvements to better serve our students.
On a more localized scale, I have found immense value in conducting one-on-one interviews with our students. This intimate form of qualitative feedback is indispensable as it provides nuanced perspectives on the specific programs and workshops we offer. Through these discussions, students share their personal experiences, challenges, and successes, which in turn shed light on the tangible impact of our career counseling efforts.
By utilizing both national and local indirect methods, I have found this helps us to maintain a holistic understanding of our performance. This dual approach enables us to benchmark ourselves against national standards while staying deeply connected to the individual voices of our students, ensuring that our services remain student-centered, and outcome driven.
Also in my previous role, it was imperative to stay abreast of the accreditation requirements set forth by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), which play a critical role in shaping the quality and credibility of our academic and non-academic programs and services.
SACSCOC (2023) stipulates that institutions must have clearly defined and measurable Program Learning Outcomes (PLOs) for both academic and non-academic services, ensuring that there is a systematic approach to improving student learning and success. The commission also requires evidence of effectiveness, which includes assessment of student learning outcomes, program evaluations, and the use of assessment results to inform continuous improvement (SACSCOC, 2023).
To meet SACSCOC’s requirements for improving student development and achievement, we routinely evaluated and improved our procedures in career counseling, student advising, and other student services. Our adherence to upholding the best standards of service for our students could be observed in our commitment to fulfilling these accreditation requirements.
References
Chaffey College. (2019). Program Learning Outcomes. Chaffey College. https://www.chaffey.edu/outcomes/program-learning-…
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). (2023, December). Principles of Accreditation: Foundation for Quality Enhancement. https://sacscoc.org/app/uploads/2024/01/2024Princi…

Reflection paper: (4 pages, double spaced plus transcript, coding sheet
and reference page. No title page.)
1. Use current APA style, double spaced, Times New Roman, 1” margins, 12 pt
font.
2. Reflect on your own identities (e.g., gender, ethnicity) and how those
identities may or may not privilege you in society. How might your identities
and/or privilege impact how you engaged with your simulated client?
3. Discuss how you engaged your client, what OARS skills you used and
whether you fell into MI communication traps and/or how you avoided traps.
Please integrate information from class and readings on MI (at least 3
sources w/one being from a peer reviewed journal article published within
the last five years) to support your discussion in order to demonstrate that
you have examined and understand the material. Use of PPTs presented in
class and/or personal communication w/me do not count toward your 3
sources of MI information. The MITI 4.2.1 and your text can be (and
should be) cited for this purpose.
4. Identify two skills you would like to improve upon and how you would
facilitate change in these skills. This can also include avoiding traps.
5. Be sure to integrate your scores (%) from the MITI. Use these scores to
inform how you critique your work. Attach the coding report sheet (see
below).
6. You could consider following a format such as (do not use as headings):
● Introduction
● Use of questions (open vs closed ended)
● Reflective listening/scores for Simple and Complex Reflections
● Use of summaries (coded as Reflections)
● Ratio of Questions to Reflections
● % of complex reflections
● Affirming
● Traps/scores on Persuade and Confront
● Areas for improvement on skills
● Your reflections on the engagement/focusing process—how did it go overall?

part 1) Read the textbook (Chap 5: Immigration and the Foundations of the American Ethnic Hierarchy) carefully and answer the following questions. w6r1
In the 300 years beginning in the early 1600s, how many Africans were brought to the Americas and the Caribbean islands?
w6r2
Immigration from Europe to the Western Hemisphere started in large scale in the 19th Century. In the period of 100 years after 1820, how many Europeans emigrated to the US and other countries in the Western Hemisphere?
w6r3
What were the causes of this mass migration from Europe to the Western Hemisphere?
w6r4
What are push factors in immigration?
w6r5
What are pull factors in immigration?
w6r6
What is a migration chain?
w6r7
At around the time of independence, which ethnic group became the host, or dominant, group?
w6r8
What is the Old Immigration?
w6r9
What is the New Immigration?
w6r10
What was the major difference between immigrants who came in the Old Immigration and those who came in the New Immigration?
w6r11
How did Americans respond to the immigrants who came to the US in the New Immigration?
w6r12
What is the Newest Immigration?
w6r13
What is the major difference between immigrants who came in the New Immigration and those who came in the Newest Immigration?
part 2) w6s1
The table listed below presents data on the ethnic distribution of the population after the first Census was taken in 1790. Calculate the % of people who were in each ethnic category.Population Distribution by Ethic Category: 1790.Ethnic CategoryNumberPercent
English2,100,000
Ulster Scot-Irish 300,000
German 270,000
Scottish 150,000
Dutch 100,000
Walsh 10,000
French 15,000
Jews 2,000
Swedish 2,000
Other 200,000
African 757,000
TOTAL3,906,000100.0%
(Copy the table, paste it in your Word. Calculate the %s and write the %s in the table. Copy the table, paste it in Blackboard and submit it.)
w6s2
Which group constituted the largest category in 1790?
w6s3
Which group constituted the second largest category in 1790?
w6s4
What % of the population came from the British Isles (i.e., Great Britain & Ireland) in 1790?
w6s5
The table listed below presents data on immigration by specific countries or areas of origin. In order to get a sense of patterns of change, place in rank order from highest to lowest, the country with the highest number of immigrants, followed by the country with the second-highest number of immigrants, and so on, for each year shown. Place your answers in the blank table listed beneath the table.Immigrants by Area of Origin: 1820-1880.Area of Origin1820184018601880
Great Britain2,410 2,613 29,737 73,273
Ireland3,61439,430 48,637 71,603
Scandinavia 23 207 840 65,657
Germany 96829,704 54,491 84,638
All others1,32012,069 18,765142,506
Total8,38584,066153,640457,257
Rank Order of Immigrants by Area of Origin: 1820-1880Rank Order1820184018601880
1Ireland
2Great Britain
3All others
4Germany
5Scandinavia
w6s6
How did the total number of immigrants coming to the US change over the period of 1820-1880?
w6s7
How did the rankings of countries/areas sending immigrants to the US change over the period of 1820 – 1880?
w6s8
The table listed below presents data on immigration by specific countries or areas of origin. In order to get a sense of patterns of change, place in rank order from highest to lowest, the country with the highest number of immigrants, followed by the country with the second-highest number of immigrants, and so on, for each year shown. Place your answers in the blank table listed beneath the table.Immigrants by Area of Origin: Early 1900s.Area of Origin1906190719131914
Great Britain 67,198 79,037 60,328 48,729
Ireland 34,995 34,530 27,876 24,688
Scandinavia 52,781 52,781 32,267 29,391
Germany 37,564 37,564 34,329 35,734
Poland* 265.138 338,452 254,825 278,152
Eastern Europe (including Russia) 215,665 258,943 291,040 255,660
Italy 273,120 285,731 265,542 283,738
All others 154,274 193,311 231,685 262,388
Total1,100,7351,285,3491,197,8921,218,480
.* Between 1899 and 1919, data on Poland include Austria-Hungary, Germany, and Russia. Also includes data from other Central European countries. This id sue to the political domination of Poland by other European societies.Rank Order of Immigrants by Area of Origin: Early 1900s.Rank Order1906190719131914
1 Italy
2 Poland
3 Eastern Europe
4 All others
5 Great Britain
6 Scandinavia
7 Germany
8 Ireland
w6s9
Which countries were the major areas of origin for immigrants in the early 1900s?
w6s10
The table listed below presents data on immigration by specific countries in the 19th and 20th Century. List the top three countries that sent the largest number of immigrants to the US in 1865, 1965, 1998, and 2014. 1861-1870 1965 1998 2014 1. Germany 787,468 Canada 38,327 Mexico 131,575 Mexico 134,052 2. UK 606,896 Mexico 37,969 China 36,884 India 77,908 3. Ireland 435,778 UK 27,358 India 36,482 China 76,089 4. Canada 153,878 Germany 24,045 Philippines 34,466 Philippines 46,996 5. Norway 71,631 Cuba 19,760 Dominic R 20,387 Cuba 46,679 6. China 64,301 Colombia 10,885 Vietnam 17,649 Dominic R 44,577 7. Sweden 37,667 Italy 10,821 Cuba 17,375 Vietnam 30,283 8. France 35,986 Dominic R 9,504 Jamaica 15,146 Korea 20,423 9. Switzerland 23,286 Poland 8,465 El Salvador 14,590 El Salvador 19,27310. Denmark 17,094 Argentina 6,124 Korea 14,268 Iraq 19,153The countries sending the largest number of immigrants to the US..Ranking1861-1870196519982014
1 Germany
2
3
w6s11
The table below shows population distribution by race/ethnic groups in 2000 and 2010. Which group experienced the largest decrease in % in 10 years? Which group experienced the largest increase in % in 10 years?Population of the United States by Race and Hispanic/Latino Origin, Census 2000 and 2010Race and Hispanic/Latino originCensus 2010,
populationPercent of populationCensus 2000, populationPercent of population
Total Population308,745,538100.0%281,421,906100.0%
Single race
White196,817,55263.7211,460,62675.1
Black or African American37,685,84812.234,658,19012.3
American Indian and Alaska Native2,247,0980.72,475,9560.9
Asian14,465,1244.710,242,9983.6
Native Hawaiian and other Pacific Islander481,5760.15398,8350.1
Two or more races5,966,4811.96,826,2282.4
Some other race604,2650.2 15,359,0735.5
Hispanic or Latino50,477,59416.335,305,81812.5
.NOTE: Percentages do not add up to 100% due to rounding and because Hispanics may be of any race and are therefore counted under more than one category.Source: U.S. Census Bureau: National Population Estimates; Decennial Census.
Part 3)Week 6 (Chap 5) Quiz
Week 6 (Chap 5) QuizClick the above link to take the quiz for Week 6, covering Chap 5.
This quiz tests your understanding of key concepts presented in Chap 5. It contains 19 multiple-choice questions. Take the quiz after you have finished all the other assignments. You can have 1 hour 30 min to complete this quiz. Once you start taking the quiz, you have to finish it in one setting. This is an open-book quiz.

Interview – Oral History Project
The first part of this project is to interview an older relative. You will use this information to write a paper that tells part of the story of their life. You will be doing the work of a historian, learning as much as you can about the individual you interview: their childhood, family, daily life, dreams, struggles, and contributions.
Complete the following steps:
1. Identify an older relative (biological or chosen family) to interview. If a relative is not available, discuss other options with your instructor.
2. Remember the following guidelines when you conduct your interview:
Ask open-ended questions: Try and avoid questions that can be answered with yes or no; you will get more complex and interesting responses if you ask open-ended questions.
Be flexible*: Feel free to improvise and follow new lines of thought during your interview. Redirect the interviewee/narrator if needed.
Accurately record answers: Record the interview through Zoom, using your phone, or through some other video or audio recording technology. Make sure to get permission to record the interview. You can take notes if you are comfortable or want to document your impressions, but try to stay focused on the interviewee/narrator.
Be relaxed: Try and make the interview a conversation rather than an interrogation; this makes the interviewee more relaxed.
Be non-judgmental: Listen with empathy, keep an open mind, and do not be judgmental. This can be difficult but it is crucial!
Be as unbiased as possible: Do not impose your own views or opinions. Be sensitive to how they describe the forces that have shaped their life. Again, this can be difficult, but it is important to put your own feelings aside in this process.
*If the individual you are interviewing does not want to answer the questions you are asking, I would strongly suggest choosing a different individual to interview. Short and incomplete answers will not provide you with enough material to write your paper.
3. List the following information about your relative at the top of interview transcript:
Relative’s name
Relationship to interviewer
Age
Gender
Race
Ethnicity
Country of origin/birth
4. Get a photograph of your relative to upload to Canvas
5. Interview your relative and ask them the following questions. You can also ask additional questions that are of interest to you or questions that are relevant to the life of the individual you are interviewing.
Interview Questions Link
6. Submit your interview transcript after the interview. You can use Word to transcribe your recordingLinks to an external site. or you can use the transcript from the Zoom session recordingLinks to an external site.. Make sure to edit the transcript so the interviewee/narrator’s exact words are included; do not paraphrase the interview. It should be at least 2 full pages long and follow standard formatting (typed, double-spaced, 12 pt. font, 1-inch margins).
7. Upload your relative’s photo and the interview transcript (a list of the questions you asked and your relative’s answers to those questions) to the link in Canvas.
Checklist:
□ At least 2 full pages long, standard formatting
□ Clearly written, proofread, and spell-checked
□ Includes questions asked and relative’s answers
□ Uses relative’s exact words; is not paraphrased
□ All questions were asked
□ Includes a photograph of relative (headshot)
Interview Questions
How would you describe yourself when you were a child?
Can you tell me about your family? Your parents? Grandparents? Siblings?
What language was spoken in your home?
Can you tell me about the community you grew up in?
What was a typical day like when you were growing up?
What was your family’s attitude toward school? How would you describe your education?
What are the biggest changes in your life from your childhood to now?
Can you tell me about a time in your life when you experienced struggles or obstacles, including, but not limited to, discrimination, racism, sexism, etc?
Did you have children, and if so, what has parenthood been like for you?
Is religion, spirituality, or faith significant to you, and if so, what role has it played in your life?
What kinds of work have you done over the years?
What kinds of stories did your parents or grandparents tell you about their lives?
What values did they try to pass down to you? What have you learned from your ancestors?
Do you have any important or interesting stories or thoughts you want to share or pass on to the next generation?
Looking back into the past, what do you see as the most important historical event in your own family’s history? For example, economic depression, immigration, war, political upheaval, etc.
Is there anything else you would like to share?

Critical Reflection Papers: These reflection papers are a chance for students to demonstrate that they both comprehend the readings and that they can compare the readings and analyze the common themes across the readings and other course content. These essays are not research papers however, students can draw upon sources or empirical evidence from beyond the course readings. These essays are not mere summaries of the readings; the purpose is to develop a critical analysis of the material and an original and critical ‘take’ or argument on the week’s content to broader themes discussed and studied in the course. The papers must be a minimum of between 1200-1500 words in length (not including the bibliography).

It is June 30, 1860 and you are fortunate enough to be a member of the audience in the Oxford University Library to witness the Oxford Evolution Debate. The two main characters in the debate are Thomas Henry Huxley and Bishop Samuel Wilberforce.
Arguing in opposition to Darwin’s theory of evolution are Wilberforce, Benjamin Brodie and Robert FitzRoy. Arguing for Darwin are Huxley and Joseph Dalton Hooker.
Your task is to review the literature related to the Oxford Evolution Debate and write a reaction paper on the topic. The paper will be a minimum of 750 words and will be no longer than 1000 words and is required to be more than a simple summary of material you have reviewed. Therefore, each paper could:
compare and contrast opposing points of view on the topic,
hypothesize ways that the work could have been improved (or not),
expand or extend the idea to new domains, or
question the assumptions or values of the topic.
The paper will be written in APA style (7th ed.) and will be evaluated/graded according to your written communications skills, content, and originality of ideas. The paper will be written in three sections and will include an introductory paragraph, the body of the paper which will include the details of your argument, and a concluding paragraph that recaps your argument.
You are required to include at least 5 resources, including journal articles, biographies, and websites (use caution with websites; they’re not necessarily a good source for empirical information) in the development of your paper. Remember that all references must be properly cited according to the APA manual. The course textbook may be used as 1 reference for this assignment.