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Global wealth distribution and inequality

Global wealth distribution and inequality. I need support with this Philosophy question so I can learn better.

For this assignment, I want you to browse two websites (and do some writing, but we’ll get to that in a moment):
“Global Inequality.” Institute of Policy Studies. Web. Accessed January 1, 2020.
“Distribution of population between different poverty thresholds, World,” Roser and Ortiz-Ospina, Our World in Data. Accessed September 25, 2019.
What you will notice about the two sites is that each organization seems to be telling a different story about the significance of global wealth distribution.
So, for your written assignment, write a page (about 250-300 words) that explains the different stories these two websites are telling about global wealth inequality. This is your guiding question, but as you write your response, here are some questions that may help you frame your response:

Are there bad consequences to wealth concentration?
Why, if at all, does wealth inequality matter?
Is wealth equality a goal that a society should pursue? Why or why not?
What kinds of wealth are necessary to a good society?

Again, these questions are just to help you think about the stories these two organizations are telling. The main thing is to explain the difference the way global wealth distribution is presented by each website.
Global wealth distribution and inequality

Impact of the Birth of the Arts and Crafts Movement on Design

“Fundamental to the British Arts and Crafts philosophy was the conviction that industrialization had brought with it the total destruction of ‘purpose, sense and life’” (Naylor, 1980:8). With reference to a specific case study, give an account of the ways in which the Arts and Crafts Movement attempted to reform design. In this essay I will give an overview of the Industrial Revolution and the birth of the Arts and Crafts Movement. An introduction about William Morris will follow with a case study analysing his wallpapers and a conclusion of my findings. ~ “…We shall begin with a contemporary economic fact. The worker becomes poorer the more wealth he produces and the more his production increases in power and extent…” (Marx 1844, cited in Greenhalgh, 1993:35) The Rise of the Industrial Revolution changed the landscape of society; it uprooted communities who once lived in rural villages, lives were centred on family, community, local production and trade. Professions were born into and would stay within the family for generations. As more factories were built, with them became more jobs; new towns were created, increasing the number of roads and canals thus giving better access to isolated communities. As jobs dwindled in the countryside and villagers struggled to survive, the lure of work in the large factories and with it the hopes of a better future saw mass migration towards the larger towns and cities. People now worked for someone, they lost their self-sufficiency; man not God now controlled their destiny. (Bland, 2018) As industrial techniques evolved and better machinery was designed less skilled people were needed and production increased at a faster rate. Skills and knowledge were lost, creating a workforce of unskilled, lowly paid staff. Children were employed; workers were dispensable and treated poorly, becoming just another cog in the machinery. Gill wrote in ‘The Factory System and Christianity’…“it puts…‘money before the making of goods’‘…quantity before quality…’‘…deprives the workmen of responsibility’‘…the workman becomes merely a tool.’” (Gill (British) 1918, cited in Greenhalgh, 1993:50) Large-scale manufacturing led by the likes of Henry Ford saw an explosion of items produced and consumed leading to the loss of the smaller cottage industries with their traditional methods. (Bland, 2018) With the eruption of mass production, ‘Fordism’ was coined and the enforcement of Taylors pursuit of ‘scientific management’ to standardise everything for better efficiency. Profit was key and workers were dehumanised, the Industrial Revolution had devalued not only the worker but the work he produced, according to Eric Gill “The aim of the Arts and Crafts reformers was therefore to re-establish a harmony between architect, designer and craftsman and to bring handcraftsmanship to the production of well-designed, affordable, everyday objects.” (Cumming and Kaplan, 2004:6) The reformers were theorists, architects and designers; they included William Morris, Charles Ashbee, Edward Burne-Jones, Dante Rossetti and William Lethaby. They “…worked towards unity in the arts, believing that all creative endeavour was of equal value. Not only did they want to reform design but to give quality once more to the work process itself.” (Cumming and Kaplan, 2004:6) They argued that the Industrial Revolution was an inhuman way of life, the pace of life too fast, people were dehumanised and so they looked to the past for the ideals of expression, vernacular design and craftsmanship to form a better future. “They sought…to foster spiritual harmony through the work process…Its leaders encouraged individualism,…hand-made goods in place of machine uniformity, and a reappraisal of design materials.” (Cumming and Kaplan, 2004:9) Morris believed in the principle of DIY, that if you want something, you learn the skills and make it yourself, that the wares should celebrate the maker as well as quality workmanship. (Bland, 2018) “…the realization that technical progress does not necessarily coincide with the improvement of man’s lot brought with it the long campaign for social, industrial, moral and aesthetic reform…” (Naylor, 1970:sd) These ideals were also evident in Ashbee’s writings in 1908 “ ‘The arts and Crafts Movement’…‘means standards, whether of work or life; the protection of standards, whether in product or the producer, and it means that these things must be taken together.’ ” (Naylor, 1970:sd) Many guilds were also created as Communities of Practice, including The Art Workers Guild, The Guild of St. George and Ashbee’s The Guild of Handicraft in 1888. These guilds were communities of like-minded people, living and working together. Small studios were provided and classes offered to learn new skills. (Bland, 2018) By 1898, Sir Ebenezer Howard was creating The Garden City Movement. A self-sufficient community where residence, industry and agriculture were implemented in an urban planning development. These communities sought to bring harmony and balance to their lives by working as one to provide a sustainable living and working existence. Ashbee moved his London school and its community to the Cotswolds in 1902, its principle was DIY and participation, communal living for all aspects of life which included food, craft and performance. As Ashbee (1915) mentioned “The real thing is life…We have got to devise a way to employ, and keep employed, the quiet, conscientious…the man who wants to live a clean life.” There was no division of work and leisure, the two were merged – the belief was to live a full, well-rounded life where community was central. ~ “What set Morris apart from other socialist writers and activists was his profound moral and ethical core: his perception that a revolution is worthless unless its spirit can touch the hearts and minds of ordinary people” (Coleman 1989, cited in Harvey and Press, 1993:2) Growing up in a medieval manor house in the countryside had created a strong impression on Morris since childhood, shaping his design beliefs throughout his life. From a wealthy family and educated in Oxford – a place where the architecture resonated with his life long passion for medieval styling. During his studies he became deeply influenced by the writings of art critic and social philosopher Ruskin, he also met fellow student Burne-Jones who would become his life long friend and colleague. (Harvey and Press, 1993:5-37) Friendship was a vital part of Morris’ life, he lived and socialised with a community of Pre-Raphaelite painters and commissioned Philip Webb to design his medieval styled home known as the Red House. The same artistic community helped Morris to decorate and furnish the house in gothic styles. “It was originally intended that the Red House be the home of a romantic community of artists and craftsmen, although the idea seems not to be taken seriously by anyone other than Morris.” (Adam, 1992:34) Morris focused on artisan skills and craftsmanship; he used local materials and believed in the principal of the vernacular and DIY for all decorations and furnishings. The creation of the Red House influenced Morris and his colleagues to establish their own community of ‘fine art workmen’, the firm worked with a diverse array of specialisms including carving, metalwork, stained glass, furniture and embroidery. Morris believed that all art and craft was of importance, his ideas were becoming increasingly public and in a lecture given in 1877 “He maintained that it was only comparatively recently that these ‘lesser’ decorative arts had become divorced from the fine arts of painting and sculpture.” (Adam, 1992:40) There was an emphasis on honesty of materials as well as quality and craftsmanship. The shop celebrated the maker and the joy of making. Design and form was kept simple and true to its material. (Bland, 2018) Wallpaper was hand printed, items were handmade by an individual in a studio not a factory. During the 1860s Morris dedicated his attention to mastering the art of woodblock printing and designing patterns for wallpaper and textiles. The designs were inspired by his love of the countryside and featured nature, flowers and birds abundant in a British garden, printed using natural dyes. His designs were quietly radical, honest, flat in design and without the gaudiness of the fashionable French style patterns that were complex and elaborate in design since the Great Exhibition of 1851. (V

in 300 words respond part two: in a brief paragraph respond to post on the file number

java assignment help According to Ramirez-Sanchez and Gordon in Chapter 12 Media 2.0 and 3.0. as well as the Puerto Rican punk music scene are defined by a DIY philosophy (make music in your garage; use rudimentary tools easily available to you, etc). These tools may enable all actors to take advantage of the features of new media technologies and platforms to craft their own sense of self or to create communities. In this response, connect the themes from reading to the Ted Talk from Henry Jenkins Jr, the documentary Style Wars, and the youtube show Broad City. In about 300 words, respond to the two questions below. Be specific in your response, incorporating direct quotes, analysis of specific scenes, recalling names, locations, and other details that help situate the reader. 1.How do Broad City and Style Wars demonstrate how young people turn to the tools available to them to define themselves and tell their story on their own terms? What do we learn about the values, goals, and dreams of the people and characters represented in these texts? What issues related to gender, race, sexuality, class, and/or other power and social relations shapes the prerogatives in these young people’s lives? 2.How do you see the hip hop youth in Style Wars or Abbi and Ilana in Broad City exemplify Jenkins’s notion of participatory culture?

Santa Monica College Antitumor Targets Design New Treatment Options Discussion

Santa Monica College Antitumor Targets Design New Treatment Options Discussion.

Please summarize this article to as if you were explaining it to a non-scientist. I want you to explain this in simplest terms possible. This will show that you understand the article and just not regurgitation the material.I am looking for a 5 paragraph summary (no exceptions) and on these following items are what I will be looking for:State the question of the research and explain why it’s important.State the hypotheses that were tested. Describe the methods in a paragraphs (participants, design, procedure, materials, independent and dependent variables, how they analyzed the data)Talk about the results and explain why they were significant.State what the key implications were and the importance of their findings.What do you think the next steps areI LINKED THE ARTICLE
Santa Monica College Antitumor Targets Design New Treatment Options Discussion

Final Project Assignment

Final Project Assignment.

For the final project, you will use the knowledge you have gained throughout the semester to create an employee training program for a specific hazard found in the workplace. You will provide a recorded PowerPoint presentation, a training outline, and a 5 question competency quiz with answer key. Visual aid with content (50 Points): To provide the training, please create a recorded video with PowerPoint. You do not need to record yourself on the video if you are not comfortable with it. The recorded video may not be longer than 10 minutes. If you go past ten minutes, you will only be graded for the content in the first ten minutes. An acceptable presentation must include a PowerPoint recorded with a screen recording device and submitted in video format. To record your screen and audio, you can use the Screen Cast-O-Matic software (click here to link) for free. A video on using Screen Cast-O-Matic software is below. Make sure that your format doesn’t require special software to play. It should be an Mp4 file for submission. Powerpoint should not be text dense, and you should not read text from the screen. Reading text from the screen will result in a much lower score. I recommend writing a script if you have a tendency to read from the screen. The use of images, charts, and graphs are required. The training should cover:What is the hazard?How is the employee affected?What is the injury or illness which may occur if the employee fails to protect themselves? Describe the methods used for the employee to protect themselves. Consider engineering or administrative controls and required personal protective equipment. What should the employee do if there is a near miss? What should the employee do if there is an injury or an emergency? Competency Quiz (20 Points):The training must also include a competency quiz. Quizzes can be in any format and must provide questions and answer key. You can embed this in your PowerPoint or provide a separate document. Training Outline (30 Points):The training should have a brief outline of your topic. Key information must be covered in the outline. Provide as a word document separate from your presentation.
Final Project Assignment