Writing a discussion paragraph

Please write a 200 words discussion paragraph as the following description. And a 100-200 words response to the following word file. Thank you.

This week’s readings will focus on the Lower East Side area as an example of gentrification and displacement. There are several perspectives that we should focus on.

A. Chris Mele: The focus here is divided into three periods. First, in the 1950s, slumlords in the LES saw the opportunities to profit from Puerto Rican tenants who were settling in the area at the time (also in Spanish Harlem and Chelsea). Urban renewal at the time also provided advantages to the slumlords because as the housing stocks decreased, the slumlords found increasing housing demands. Second, in the period of 1959-1969, manufacturing went into a long-term decline. Jobs went to the South or overseas. Unions sold out and worked out sweet deals with sweatshops. Puerto Ricans who worked the manufacturing jobs did not have the same kind of upward mobilities that the Europeans did at the end of the 19th Century. Third, by 1970s, the tenants inability to pay higher rents together with the discrimination by landlords set off a wave of disinvestment in the LES. This was a time of housing abandonment and landlords stopped paying property taxes.

B. Smith, Duncan and Reid: these authors argued that the period from 1976 to 1985 was a period of transition, moving from disinvestment to reinvestment. There are several indicators for reinvestment (which indicates gentrification). First is the partnership between developers, the city, building managers, brokers etcetc. Second is the deterioration of buildings; this is not a cause of reinvestment but the strategy for reinvestment, because deterioration allowed the landlords to force the tenants to move out (stopping heat and water for example), which brought in wealthier tenants. Third is tax arrears or tax delinquencies. The idea is that: if the landlord find his/her properties becoming valuable again, the landlords could begin to pay for tax redemption in order to stop foreclosure on the properties. By using the last indicator of reinvestment, the authors identified two periods of declines of tax delinquencies, which means, there were two periods of reinvestment being kicked off (preparing the ways for wealthier tenants). First is 1977-1979; second is post-1980; these two periods saw the drops of tax delinquencies. Likewise, in the first period, developmental pressures were coming from Greenwich Village, Gramercy Park, Chinatown, and Financial District; in the second period, developmental pressures were taking place at the border of Alphabet City (Ave D and so on) areas. The authors argued that gentrification is a matter of opening up “new” frontiers and it is a different process.

C, William Sites: Sites argued that gentrification is a politically guided process. It is politically guided by the New York City government through various means, including: 421a, J-51, as-of-right building, pre-development method (closed door meeting and deals), weakening rent regulations, as well as changing of zoning codes (as discussed last week). These means allow the city government to facilitate capital intensive development. Politics are not outside of development but are fundamental to development; likewise, NYC Mayor Koch (or any other liberals) could argue that government is blocking development and should be out of the way for the nature of the economy to take its course; however, this “naturalness” of development is politically induced through selectively government actions. Gentrification and displacement in LES was essentially a subsidized process.

D. Susan Roberts: Roberts argued that gentrification is an end result of social triage, and the latter is the expression of planned shrinkage, which assumes that city has its life cycle. The argument begins with how social scientists have used the life cycle concept to describe and analyze the city (as a living organism; in evolution terms; via successions and invasions and so on). Slums were contagious diseases that needed to be removed from the living organism of the city. These concepts were later adopted by politicians in making cases for federal and local budget cuts. First is the concept of benign neglect. The assumption is that there is an organic whole with declining parts; the declining parts were beneficial to the whole. Second is planned shrinkage, which assumes that certain areas of the city are shrinking, and it is a natural cycle for it to shrink. Just like war, there are some that are “left to die” and some “remain alive.” If an area is to be left to die, the purpose of the state is not to continue its life but to end it faster by pulling out resources. Therefore, areas like LES, Harlem, East Harlem, South Bronx were all subjected to planned shrinkage because of structural fires (and this indicated that these were dying areas). Roberts argued that the “dying areas” were politically induced; to argue for a reduction of resources is to ensure its death; moreover, planned shrinkage is linked to gentrification because it prepared the founds for a “rebirth” by driving out the low-income tenants and by channeling resources into the “alive” areas (gentrifying areas).

This is a graph of New York City arsons. As you can see, the number of fires began to decline in the 1980s. According to the above viewpoints, the decline can be referred to as the beginning of gentrification from across the City, but specifically to the LES. Please answer the following discussion questions:

How do you interpret the number of arsons before and after the 1980s? In other words, what is the meaning of arsons before and after 1980s? Please use South Bronx and People’s Firehouse as your reference points.

It can be argued that arsons provided a passage way for gentrification. Why was it profitable or “useful” to burn down the buildings? Can burning down buildings be considered as the beginning of gentrification?

Films link:

SOUTH BRONX: “The Fire Next Door”(1977)

People’s Firehouse

https://www.youtube.com/watch?v=5y4_-qdvvQ8

You have just been hired as an Information Security Engineer for a large

You have just been hired as an Information Security Engineer for a large, multi-international corporation. Unfortunately, your company has suffered multiple security breaches that have threatened customers’ trust in the fact that their confidential data and financial assets are private and secured. Credit-card information was compromised by an attack that infiltrated the network through a vulnerable wireless connection within the organization. The other breach was an inside job where personal data was stolen because of weak access-control policies within the organization that allowed an unauthorized individual access to valuable data. Your job is to develop a risk-management policy that addresses the two security breaches and how to mitigate these risks.

Here is the scenario – You are planning a tabletop exercise designed to solve a recurring problem

Here is the scenario – You are planning a tabletop exercise designed to solve a recurring problem in your pre-hospital system. This is an urban system with a total of 10 paid paramedics and 20 paid EMTs. There are also 15 volunteer EMTs. The problem is that communication among the various EMTs and paramedics and among responding units is less than optimal. Problems include lack of interoperability and failure to use standard terminology.

a. Determine who the players should be. Write an email notice inviting them to a tabletop with an explanation of what you hope to accomplish.

b. Write a communication scenario that will allow the players to address the problem at hand.

c. Make a list of facilities and materials you will use in the exercise.

Also, Refine your capstone proposal based on discussions during week one.

Art 6 lab questions

UNIT 6 LAB QUESTIONS

The Lod Mosaic: The Discovery of an Ancient Roman Mosaic

  1. Describe this piece of artwork.
  2. How and where was it discovered?
  3. Where was the Lod Mosaic to be transported to? How long did it to take to transport it?

The Roman Mosaic from Lod, Israel

Learn more about the Lod Mosaic here:

  1. Why are there only animals and no human figures?
  2. What is the history of the area where the mosaic was found?
  3. How did scholars date the mosaic?
  4. Why is context important to understanding pieces like the Lod mosaic?
  5. What questions are unanswered about the Lod Mosaic?

TABLE Grading Rubric

Full credit Partial Credit No credit
The Lod Mosaic (45%)

Student gives complete, accurate answers that describe the Lod Mosaic, its history, and its transportation.

Student’s answers are not complete or contain incorrect information; or, not all questions are answered.

Student does not provide answers to any of the questions.

The Roman Mosaic from Lod, Israel (45%)

Student gives complete, accurate answers that demonstrate an understanding of the Lod Mosaic’s art, context, and history.

Student’s answers are not complete or contain incorrect information; or, not all questions are answered.

Student does not provide answers to any of the questions.

Grammar and mechanics (10%)

Student demonstrates command of standard English conventions, such as capitalization, punctuation, and spelling.

Student has minor conventional flaws in writing, but they do not impede overall understanding.

Student’s writing has many grammatical or mechanical flaws which impede communication.

Identify and apply Logistics and Supply Chain Management concepts/tools to solve operational problems

Project Writing

The purpose of this assignment is to identify and apply Logistics and Supply Chain Management concepts/tools to solve operational problems and improve operational performance. To this purpose, you should find an interesting logistics/Supply chain problem from the real business world and think about how you can apply the concepts/tools that you learned in this course to solve the problem.

More specifically, each individual should:

Find a Logistics/Supply chain problem from the real business world (from his/her own work or from any company)

Identify specific Logistics and Supply Chain Management concepts/tools that can be applied to the problem

Apply an appropriate Logistics and Supply Chain Management concept/tool or a set of appropriate concepts/tools to propose a solution to the problem

Analyze the expected results that may be obtained when the solution is implemented.

The report should be 5 – 8 pages in length including the cover and appendices, with 1″ margins on all sides, double-spacing, and 12 point font. The cover of the report should include title, course code and name, your full name, and your University id number.

The report must follow the outline below:

1. Executive summary (no more than one page)

– Summarize what is the problem, what Logistics and Supply Chain Management concepts/tools have been applied to the problem, and what are the expected results of the proposed solution.

2. Background information

– Clearly state whether the problem is from your own work or from business articles/cases. If it is from business articles/cases, provide its source (title, author, name of the journal, date published).

– Briefly introduce the company background (e.g., name, products, business size, location, internal/external interesting facts, etc).

3. Problem Description

– Describe the problem clearly and specifically.

– You should focus on a single problem, although you can introduce several other issues for informational purposes. General management problems are not acceptable.

– The problem may involve either logistics decision-making or process improvement.

4. Application of logistics and Supply Chain Management concepts/tools that can be applied

– Describe what specific logistics and Supply Chain Management concepts/tools can be applied to the problem and why they are appropriate to the problem. This section should make it clear that you understand the concepts/tools you are about to use.

5. Analysis of expected results

– Analyze the expected results of the proposed solution. You should compare between before and after the implementation of the proposed solution and justify the proposed solution clearly.

6. Conclusion

7. References

Can someone help me with this assignment

You manage Human Relations for your company. One of your sales managers has retired, leaving an opening. You are considering two different employees for the position. Both are highly qualified so you have decided to evaluate their sales performance for the past year.

Use the Week 4 Data Set to create and calculate the following in Excel®:

  1. Determine the range of values in which you would expect to find the average weekly sales for the entire sales force in your company 90% of the time. (re-watch the Excel 2007 video on calculating a confidence interval)
    • Calculate the impact of increasing the confidence level to 95%.
    • Calculate the impact of increasing the sample size to 150, assuming the same mean and standard deviation, but allowing the confidence level to remain at 90%.
  2. Based on the calculated confidence interval for weekly sales on the sample of 50 reps at a 90% confidence level:
    • Calculate both Reps’ average weekly performance and highlight if it is greater than the population mean.
  3. You want to determine whether the average weekly sales between Sales Rep A and Sales Rep B are statistically different in order to decide whom to promote. Use a t test in Data Analysis Toolpak. Select the option for unequal variance.
    • Create Null and Alternative Hypothesis statements that would allow you to determine whether their sales performance is statistically different or not.
    • Use a significance level of .05 to conduct a t-test of independent samples to compare the average weekly sales of the two candidates.
    • Calculate the p-value.
  4. Considering that individual you did not promote:
    • Determine whether this person’s average weekly sales are greater than the average weekly sales for the 50 sales reps whose data you used to develop confidence intervals.
    • Create Null and Alternative Hypothesis statements that would allow you to determine whether this person’s weekly average sales are greater than the sample of Sales Reps.
    • Use a significance level of .05 to conduct a t-test of independent samples to compare the average weekly sales of both.
    • Calculate the p-value. Should you accept or reject the null hypothesis.

School Begins: The Spanish American War and American Empire, history homework help

The term “empire” can have many meanings. Politically, it can mean a group of states dominated either by one leader or one main country. Most empires were formally organized, with a metropole and colonies, for instance the Roman Empire or the British Empire of the nineteenth century. By the start of the twentieth century, the United States had acquired (either by purchase or by conflict) control of several new territories. These territories varied in how they were governed: Cuba was given formal independence; Puerto Rico and Hawaii became US territories; the Philippines was under US supervision with the goal of total independence. Nonetheless, all were political and or economically tied to the United States.

Dalrymple, L. (1899). “School Begins.” Puck magazine v. 44, no 1142.The wording on the cartoon reads the following:

Caption: “School Begins. Uncle Sam (to his new class in Civilization): Now, children, you’ve got to learn these lessons whether you want to or not! But just take a look at the class ahead of you, and remember that, in a little while, you will feel as glad to be here as they are!”

Blackboard: “The consent of the governed is a good thing in theory, but very rare in fact. — England has governed her colonies whether they consented or not. By not waiting for their consent she has greatly advanced the world’s civilization. — The U.S. must govern its new territories with or without their consent until they can govern themselves.”

Poster: “The Confederated States refused their consent to be governed, but the Union was preserved without their consent.”

Book: “U.S. — First Lessons in Self Government”

Note: (on table): “The new class — Philippines Cuba Hawaii Porto Rico”

In preparation for the assignment, read: “American Empire” in The American Yawp, and the following primary sources: Stevens, J. (1893), A Plea for Annexation and Roosevelt, T. (1905), Corollary to the Monroe Doctrine. Be sure to view America Becomes a World Power.

In addition, examine the cartoon above from Puck magazine, or a larger version of the cartoon. Although Americans were not of one mind about the US’s acquisition of overseas territory, let us assume this represents a common attitude at the time.

Then, in an initial post of approximately 300 words, using specific evidence from the primary and secondary sources and videos listed above, answer the following questions:

  • What does this cartoon tell us about the nature and origins of American “empire” in the early 1900s?
  • Does this support or negate the idea that the United States wanted to be seen as an imperial power? Be sure to justify your argument with evidence.

Contract- Discussion

Please read the case excerpt of Bonhomme v. St. James, 970 N.E.2d 1
(Ill. 2012)- posted below. It is a cat fishing case where the
plaintiff, Ms. Bonhomme filed a multi-count suit against Defendant,
Janna St. James, after Ms. St. James posed as a man online, entering
into an almost 2 year online relationship with Ms. Bonhomme. The facts
are quite amazing that someone has this much free time to create an
elaborate online personae. At one point Ms. St. James faked the man’s
death but still continued the relationship as a family friend of the
deceased with Ms. Bonhomme. As a result, Ms. Bonhomme suffered
emotional distress and incurred financial costs arising from the parties
relationship over the 2 year period.

In the end, the court dismissed the case and the dismissal was
affirmed on appeal by the Supreme Court of Illinois claiming there was
no commercial or business relationship arising out of this situation.

Do you agree with the court? Why or why not? Could you argue under
the facts that it was a commercial transaction on the part of the
defendant? Should the law change to allow for such cases?

Psy 360 week 1

Resources: University Library, Electronic Reserve Readings, the Internet, or other resources to conduct research

Write a 700- to 1,050-word paper in which you explain the role of the brain in cognitive functions; this explanation should include the parts of the brain related to each cognitive function. Additionally, describe what Phineas Gage’s accident revealed about how brain areas support cognitive function.

Format your paper according to APA guidelines. See the APA Sample Paper for how to format your paper.

You must include at least 3 substantive academic source in your citations and reference list.

Review the specific requirements for this paper in the Phineas Gage Paper rubric found in the materials.

Should Athletes be allowed to use performance-enhancing drugs or techniques?

Final Argument Paper

This final assignment is designed to involve all of the main skills that you have learned during this course. In particular, your paper should demonstrate the ability to construct a deductively valid or inductively strong argument, clearly and accurately explain your reasoning, use high-quality academic sources to support the premises of your argument, fairly and honestly evaluate contrary arguments and objections, and identify fallacies and biases that occur within the arguments or objections presented.

You will continue to build on the arguments that you are presented in your previous two papers. In particular, you will present a final improved version of your argument for your thesis that you begin for the Week One Assignment and fully address the objection that you developed for your Week Three Assignment. You will need to research a minimum of three scholarly sources from the Ashford University Library. (For further information about discovering and including scholarly research,

Write: in your paper

  • Explain the topic you are addressing and your position on it. Provide a preview of your paper and a statement of your thesis in your opening paragraph. [Approximately 100 words]
  • Present your main argument for your thesis in standard form, with each premise and the conclusion on a separate line.Clearly indicate whether your argument is intended to be inductive or deductive. Follow up the presentation of your argument by clarifying the meaning of any premises that could use some explanation. [About 150 words]
    • If your argument is deductive, then it should be valid (in the strict logical sense of the word); if it is inductive, then it should be strong. Make sure to avoid committing logical fallacies within your argument (e.g., begging the question). Additionally, the premises should be true, to the best of your knowledge. If one of your premises has a pretty obvious counter-example, then you should either fix the argument so that it does not have this flaw, or later, in your paper (steps three through five) you should address the apparent counter-example (showing that it does not really refute the truth of your premise). Arguments that are not valid, not very strong, commit fallacies, or that have counter-examples that are not adequately addressed will not receive full credit.
  • Provide supporting evidence for the premises of your argument. [Approximately 350 words]
    • Pay special attention to those premises that could be seen as controversial. Evidence may include academic research sources, supporting arguments ( arguments whose conclusions are premises of the main argument), or other ways of demonstrating the truth of those premises. This section should include at least one scholarly research source.
  • Explain a strong objection to your argument. [Approximately 250 words]
    • Study what people on the other side of this question think about your reasoning and present the best possible objection that someone could have to your argument. Do not commit the straw man fallacy here. Reference at least one scholarly research source. See the “Practicing Effective Criticism” section of Chapter 9 of the course text for more information.
  • Defend your argument against the objection. [Approximately 200 words]
    • Once you have presented the objection, indicate clearly how you might respond to it. It is acceptable to admit that reasonable people might disagree with you or that there might be an area in which your argument could be further strengthened, but you should do your best to explain why your argument is sound or cogent despite the objections.
  • Provide an appropriate conclusion. [Approximately 75 words]