Thrasymachus’ Views on Justice

The position Thrasymachus assumes the meaning of equity, just as its significance in the public eye, is one far contrasting from the assessments of different questioners in the primary book of Plato’s Republic. Holding onto his job as a Sophist in Athenian culture, Thrasymachus sets out to forcefully question Socrates’ conclusion that equity is a helpful and important part of life and the perfect society. Over the span of the discourse, Thrasymachus details three significant attestations in regards to equity. These cases incorporate his feeling that â€Å"justice is nothing other than the upside of the stronger,† â€Å"it is simply to comply with the rulers,† and â€Å"justice is actually the benefit of another [†¦] and unsafe to the person who obeys and serves. † Socrates constantly difficulties these cases utilizing what is presently known as the â€Å"Socratic method† of addressing, while Thrasymachus attempts to protect his perspectives. This paper tries to contend the impossibility of Thrasymachus’ sees through an examination of his primary cases with respect to equity, just as his view that shamefulness brings more noteworthy satisfaction. In Book I of Republic, Socrates endeavors to characterize equity with the assistance of his companions and associates. After various proposals refute or deficient, Thrasymachus attempts his hand to characterize the term, persuaded that his definition sounds accurate. Thrasymachus starts in expressing, â€Å"justice is nothing other than the upside of the stronger,1† and in the wake of nudging, clarifies what he implies by this. Thrasymachus accepts that the more grounded rule society, thusly, making laws and characterizing to the numerous what ought to be viewed as just. He relates, in any case, that the more grounded make said laws for their own advantage and consequently in acting fairly, the managed are performing for the rulers advantage and not their own. This contention isn't doable for an assortment of reasons. One of the key attributes of equity is reasonableness, which can likewise be characterized as being sensible or unprejudiced. 5 Impartiality implies that you don't support one side over another6, and consequently infers that if one somehow happened to act evenhandedly and in this way unbiasedly, they would not act in an approach to profit just a chosen few. Besides, equity in its actual structure can't be utilized exclusively for the upside of the more grounded without the majority recognizing the shameful acts being forced upon them, as Thrasymachus proposes is the situation. For equity is one of the numerous attributes of profound quality, which is viewed as natural dependent on an internal conviction. 7 Therefore, if the many were acting against said internal conviction entirely to assist the more grounded, would they not experience a characteristic sentiment of foul play? This contention the same can be utilized to invalidate another of Thrasymachus’ essential cases that â€Å"justice is actually the benefit of another [†¦] and hurtful to the person who obeys and serves. †3 notwithstanding his definition, Thrasymachus contends the estimation of equity as a human or cultural trademark, asserting that bad form is unquestionably progressively advantageous to the person. Thrasymachus attests that oppression: makes the practitioner of foul play most joyful and its victims, who are reluctant to do unfairness, generally pitiable. †¦] foul play, on the off chance that it is on an enormous enough scale, is more grounded, more liberated, and more skillful than equity. 5 To choose whether a treacherous man discovers more joy than a simply man does, one must comprehend the genuine importance of the word. The word reference characterizes joy as â€Å"characterized by joy, happiness, or delight. †8 Thrasymachus embodies the uncalled f or man as somebody who is continually looking for self-satisfaction, satisfying their wants regardless of what the expense to other people. It is in their tendency to never be happy with what they have, and in this way it is improbable that the unfair man would ever encounter genuine happiness. Conversely, the simply man is content maintaining laws and representing everyone's benefit and is in this way fit for encountering a more prominent bliss than one who participates in shameful acts. The word reference proceeds to express that bliss can likewise be characterized as â€Å"feeling fulfilled that something is correct or has been done well. 8 Thus, a crooked man would never genuinely be upbeat, as they know about the shameful acts they have submitted unto others so as to profit themselves. What's more, in the event that one is to look to the cardinal ideals, not exclusively is equity itself included, balance is too. Moderation, which means â€Å"restraint even with enticement or desire†9 is definitely not a trait of a treacherous man. Truth be told, Thrasymachus contends that one ought to consistently look to sa tisfy their own wants practicing shamefulness as an approach to do as such. Ethicalness is supposed to be a proportion of one’s worth, consequently, in walking out on it, an out of line man would never be as self satisfied and cheerful as an idealistic one. The primary book of Republic represents an assorted scope of perspectives concerning the meaning of equity. None, nonetheless, brings out such discussion and examination as Thrasymachus’ exchange. His perspective calls to the cutting edge various significant inquiries with respect to the issue, and is a fundamental piece to Plato’s puzzle of characterizing equity. Thrasymachus’s contentions all by themselves, be that as it may, are doubtful as talked about above. In addition to the fact that his claims that â€Å"justice is nothing other than the benefit of the stronger,†1 conflict with profound quality and accept the majority credulous, however his endeavor to demonstrate that the vile man is more joyful than the simply man is lacking and false. Works Cited Encarta World English Dictionary. 2004 Plato. The Republic. Deciphered by G. M. A. Grube. Updated by C. D. C. Reeve. Indianapolis/Cambridge: Hackett Publishing Company. 1992. 382c

Newspaper article on the events at Deir Yassin.

Paper article on the occasions at Deir Yassin. What truly occurred in Deir Yassin? Who was dependable? What has its impact been? Peruse on to discover out...Early toward the beginning of the day of Friday, April ninth, 1948, commandos of the Irgun, headed by Menachem Begin, and the Stern Gang assaulted Deir Yassin.Deir Yassin was a town with around 750 Palestinian occupants. The town lay outside the region that the United Nations suggested be remembered for the future Jewish State. It had a quiet notoriety and had even determined out some Arab aggressors. It really had a harmony settlement with Givat Shaul, the leader of the Arab division of the Haganah knowledge. However, it was situated in a hall between Tel Aviv and Jerusalem and a few gatherings needed it demolished so it could turn into a little airfield.The assault went inadequately, on the grounds that, as Haganah insight revealed, the two dissenter bunches had no preparation, no coordination and no information on the best way to give spread fire or complete jump frog assa ults in which crews furnish each other with spread in turn.Map demonstrating Deir Yassin comparable to Jerusalem i...However, by early afternoon more than 100 individuals, half of them ladies and kids had been efficiently killed. Four commandos passed on account of opposing Palestinians utilizing old Mausers and rifles. Twenty-five male locals were stacked into trucks, strutted through the Zakhron Yosef quarter in Jerusalem, and afterward taken to a stone quarry along the street between Givat Shaul and Deir Yassin and shot to death. The rest of the inhabitants were headed to Arab East Jerusalem.There was a last body tally of 254 was accounted for by the New York Times, however the number was questioned and is supposed to be somewhere in the range of 120-254.People regularly ask what was the Stern and Irgun's motivation for slaughtering an entire town was, and it is considered by some that they predominantly needed...

Using Nicotine Gum to Quit Smoking

Using Nicotine Gum to Quit Smoking Addiction Nicotine Use How to Quit Smoking Print Using Nicotine Gum to Quit Smoking By Terry Martin facebook twitter Terry Martin quit smoking after 26 years and is now an advocate for those seeking freedom from nicotine addiction. Learn about our editorial policy Terry Martin Medically reviewed by Medically reviewed by Sanja Jelic, MD on August 05, 2016 Sanja Jelic, MD, is board-certified in sleep medicine, critical care medicine, pulmonary disease, and internal medicine.   Learn about our Medical Review Board Sanja Jelic, MD Updated on January 18, 2020 Image Source / Getty Images More in Addiction Nicotine Use How to Quit Smoking After You Quit Nicotine Withdrawal Smoking-Related Diseases The Inside of Cigarettes Alcohol Use Addictive Behaviors Drug Use Coping and Recovery Nicotine gum?? is a form of therapeutic nicotine that is designed to help ex-smokers gradually reduce the amount of nicotine they are used to receiving on a daily basis from cigarettes. Used as a chewing gum, nicotine gum comes in two strengths: 2mg for people who smoked less than 25 cigarettes a day, and 4mg for those who smoked 25 or more cigarettes a day. Dont eat or drink for 15 minutes before chewing nicotine gum, as the absorption of nicotine could be reduced, especially if acidic foods/drinks are consumed. Nicotine gum is sugar-free and should not be swallowed. Brands and Flavors Nicotine gum?? is an over-the-counter medication. A doctors prescription is not needed. Nicotine gum is marketed under several brand names, including Nicorette, Habitrol, Nicotrol, and Nicotinell, along with a variety of store-branded nicotine gum products. Nicotine gum comes in the 2mg and 4mg strengths, and all brands offer a mint-flavored gum and a fruit-flavored gum. Additionally, Nicorette has Icy Mint and Cinnamon Surge flavors. Medicinally, there are no differences between brands, but consumers might prefer the taste of one over another. How to Use Nicotine Gum Nicotine gum?? should be chewed slowly until a mild tingling sensation is felt, at which time it should be rested (parked) it between the cheek and gum. When the tingling stops, bring the gum out and chew slowly, parking it again once the tingling sensation returns. Continue this until all of the nicotine is released from the gumâ€"approximately 30 minutes. Do not chew nicotine gum fast, dont chew more than one piece at a time, and dont chew it more often than recommended. How Nicotine Can Affect the Health of You and Your Loved Ones Length of Nicotine Gum Therapy Once the strength of gum is chosen, follow this schedule for chewing gum to reduce nicotine cravings:?? Weeks 1 to 6, chew one piece every 1 to 2 hours.Weeks 7 to 9, chew one piece every 2 to 4 hours.Weeks 10 to 12, chew one piece every 4 to 8 hours. Tips for Reducing Gum Usage Decrease the amount of time the gum is chewed. If you chew it for 30 minutes, drop down to 20 minutes, then 15, then 10, etc.Replace one piece of nicotine gum each day with regular, sugarless gum.If you use 4mg gum, switch to 2mg gum.Nicotine gum therapy should be completed within three months. If you have trouble stopping nicotine gum therapy, consult your doctor. Side Effects and Special Precautions Side effects?? commonly associated with nicotine gum therapy include: Mouth ulcersJaw muscle achesNauseaHeadaches/dizziness Contact a doctor immediately if any of the following occurs: Irregular heartbeatSeizuresBreathing problemsSymptoms of nicotine overdose See a doctor before using nicotine gum if you have: A heart condition or heart diseaseUncontrolled high blood pressureDental condition or disorderOveractive thyroidYou are pregnant or plan to get pregnantâ€"nicotine may harm the fetus Tell your doctor about all prescription and non-prescription medications youre using before starting nicotine gum therapy. Pros and Cons of Nicotine Replacement Therapy Signs and Symptoms   Do not smoke or use any other nicotine replacement therapy (NRT) while using nicotine gum, because you run the risk of experiencing a nicotine overdose. Signs and symptoms of a nicotine overdose?? may include: DizzinessUpset stomachBad headachesVomitingCold sweatsDroolingConfusionBlurred visionHearing problemsWeakness or fainting If you suspect youve had an overdose of nicotine, stop using the nicotine gum or lozenge and call your doctor immediately. Keep Nicotine Gum Away From Children and Pets Nicotine is poisonous, and nicotine gum may contain enough nicotine to harm children or pets. Store in a safe place and contact Poison Control services in your area in case of an overdose. Nicotine Gum Addiction Nicotine gum is used on an as-needed basis, and because of this, the potential to abuse this particular quit aid is significant. Please remember that nicotine gum is a serious medication that must be used exactly as directed by the manufacturer. If you choose to use nicotine gum to help you quit smoking, carefully wean yourself off of it in the amount of time suggested. Can You Be Addicted to Nicotine Gum? Success Quitting With Nicotine Gum While nicotine gum can help you quit smoking, remember that it is a quit aid, not a miracle worker. The recipe for success with smoking cessation lies within you, not a product. Develop your will and determination to quit smoking one simple day at a time and be patient with yourself. Time, patience and support will help you win this race. Believe that, believe in yourself, and be willing to do the work it takes to quit for as long as it takes. Do this and youll find that you can quit smoking, just as others have.

The And Formation And Establishment Of Cro Magnon Man

It is interesting, that many of the researchers call the fact of the appearance the person in the world as one of the biggest environmental disasters of antiquity. Since it is known that the formation and establishment of Cro-Magnon man was completed within a few thousand years. This event has caused environmental consequences relatively quickly. It was then born and still unsolvable contradiction between catastrophically rapidly developing biological species-consumer of natural resources and the natural environment - between man and nature. Everything (if not everything, then a lot) began, as usual, with fire (Wilson, Billy Ray, 54). No, not a mythical fire of Prometheus, illuminating the human mind, and with himself, that neither is a†¦show more content†¦Many researchers agree that before humans, particularly in Iceland about 40% of the islands were occupied by birch forests with an admixture of willows, ash and juniper. Since the development of the Icelandic Vikings fore sts began to decline rapidly, and now their area does not exceed 0.5%. The environmental problems of antiquity were not and could not be an incentive only human progress. The necessity of access to the resources of nature, is complicated, including nature-human-pushed tribes to conflicts with more affluent neighbors. While the need to defend the wealth of the neighbors received from nature, on the other hand, forced primitive tribes to strengthen their settlements, learn to build ramparts and so on, but the ego topic has quite another matter. Global environmental problems of our time. Over the past millennium civilization and technology has made a significant leap forward in the development. The one thing in human life remains the same: all that civilization is able to gather in their barns, stored behind high fences special bases to stuff on the shelves, cupboards and refrigerators home - all this is taken from the environment. And all the rhythm of human life, as in the past era, and today is defined by one - the ability to access the certain natural resources. Over the years, this co-existence with nature, natural resources was considerably reduced. However, the very nature has taken care of to ensure that a person has inexhaustible

The State Lotteries Role in Financing Education - Free Essay Example

Sample details Pages: 9 Words: 2757 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Level High school Did you like this example? Abstract The topic of this research paper is whether or not states should utilize lottery gaming to fund their public education systems. This debate continues to be common and one of great importance à ¢Ã¢â€š ¬Ã¢â‚¬Å" especially to heavy advocates of education funding. In the text below, three arguments will be presented to represent both sides of the debate. In opposition of the lottery funding, I will present the arguments that the total amount of money gained from the gaming is actually less than public perception implies, that the funding is only acting as a replacement to general education funds, and that the government naturally develops an interest in promoting the gaming system by tricks and manipulation of the gaming community. In support, I will argue that any money gathered is beneficial to the public education system, that the lottery funds have the ability to act like a new tax while never actually raising taxes, and that, if other states are host ing lotteries, it is beneficial for oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s own state to establish one to avoid losing funding. I will end the research paper with a conclusion, which will included my opinion on the debate. As the statistic stands today, about forty-two of Americaà ¢Ã¢â€š ¬Ã¢â€ž ¢s fifty states currently hold a state lottery à ¢Ã¢â€š ¬Ã¢â‚¬Å" a majority of this number use the gamesà ¢Ã¢â€š ¬Ã¢â€ž ¢ revenue to fund public education within the stateà ¢Ã¢â€š ¬Ã¢â€ž ¢s borders. The money gained from these revenues reaches astronomical numbers. For example, as of March of 2012, California had acquired around twenty-four billion dollars through the collection of state lottery revenue. In the last twenty-six years, Virginia has gained at least five billion dollars from lottery revenue. In 2011, Maryland gathered more than five hundred and nineteen dollars. These are just a few of the nearly unbelievable totals of money invested into education through the state lottery. Though hosting a state lottery has instigated some controversy across the country, the funneling of its revenues to fund education is usually, if not always, well-accepted by all parties; therefore, the focus of this research paper will be less about the state lottery and more about the effects that the revenue of state lotteries has on public education and, in some instances, the state as a whole (Strauss, 2012). Because an educated society beneficially touches every part of society, this issue is one of great importance for all citizens of our country. Because educational funding is consistently a topic of great debate, it is vital to have a wealth of knowledge about state lottery education funding. In this paper, the reader will have the opportunity to explore evidence supporting lottery-funded education, evidence that proves unsupportive of said funding, and a critique of the provided arguments. First, let us review the arguments in opposition to lottery-funded education. The first argumen t is that only a low percentage of money actually goes to funding public education. This is far from the current public perception of how the lottery benefits public education. Most of the general populace and, more importantly, the voters, believe that state lottery revenues finance a majority of their respective stateà ¢Ã¢â€š ¬Ã¢â€ž ¢s education needs. A New York Times article stated, à ¢Ã¢â€š ¬Ã…“Surveys and interviews indicate that many Americans in states with lotteries linked to education think their schools are largely supported by lottery funds à ¢Ã¢â€š ¬Ã¢â‚¬Å" so much so that they even mention this when asked to vote for tax increases or bond authorizations to finance their schoolsà ¢Ã¢â€š ¬Ã‚  (Stodghill, 2007). However, this is far from the truth. A New York Times study of lottery records and interviews with lottery administrators and analysts revealed that only less than one percent to five percent of lottery revenues are actually going toward funding K à ¢Ã¢â€š ¬Ã¢â‚¬Å" 12 educational needs (Stodghill, 2007). In states that specifically earmarked lottery money to benefit education, the funding only accounted for one percent or less of total K à ¢Ã¢â€š ¬Ã¢â‚¬Å" 12 funding (Stodghill, 2007). As a matter of fact, a large amount of the money earned is simply going towards keeping the games sustainable as a commercial market through marketing strategies (Stodghill, 2007). The California Department of Education was quoted in its State Fact Book as stating, à ¢Ã¢â€š ¬Ã…“Although the public still perceives the lottery as making a significant difference in the funds available for education, it is a minor source that cannot be expected to provide major improvements in K à ¢Ã¢â€š ¬Ã¢â‚¬Å" 12 education.à ¢Ã¢â€š ¬Ã‚  à ¢Ã¢â€š ¬Ã…“They think the lottery is taking care of education. We have to tell them weà ¢Ã¢â€š ¬Ã¢â€ž ¢re only getting a few sprinkles; weà ¢Ã¢â€š ¬Ã¢â€ž ¢re not even getting the icing on the cake,à ¢Ã¢â€š ¬Ã‚  said Brett McFadden, a budget analyst in California. Judy Hix, a Lubbock, Texas resident, stated, à ¢Ã¢â€š ¬Ã…“There were TV commercials, ads in the paper, signs all over town saying, à ¢Ã¢â€š ¬Ã‹Å"Vote for the lottery 100% of the profits from the Texas Lottery will go to education.à ¢Ã¢â€š ¬Ã¢â€ž ¢ They said the lottery was going to give the money to education. Why are we not seeing thatà ¢Ã¢â€š ¬Ã‚  (à ¢Ã¢â€š ¬Ã…“Is the texas,à ¢Ã¢â€š ¬Ã‚  2011)? As you can see, a major disadvantage of the lottery is that it fails to provide the support the public believes it should through its revenue. The second argument is that the lottery funds are only serving as a substitute for the general fund, not a supplement. Public perception is that lottery revenue is à ¢Ã¢â€š ¬Ã…“extra moneyà ¢Ã¢â€š ¬Ã‚  that goes toward developing an education of excellence in states that host the games. This seemingly proves to soften citizens to the idea of the state opening the games within their borders. O . Homer Erekson, dean of the business school at the University of Missouri, summarized the issue best when he said, à ¢Ã¢â€š ¬Ã…“Legislators merely substitute general revenue funds with lottery dollars so the schools donà ¢Ã¢â€š ¬Ã¢â€ž ¢t really gain any additional fundingà ¢Ã¢â€š ¬Ã‚  (Stodghill, 2007).Basically, states have decided to cut such a significant portion of education funding that the lottery funds à ¢Ã¢â€š ¬Ã…“are not a boon, they become a baselineà ¢Ã¢â€š ¬Ã‚  (Rowan, 2013). An example of this issue is found in Virginia, where the education-funding lottery was proposed as a supplemental fund to education. But, the money benefiting education, around four hundred and fifty million dollars, à ¢Ã¢â€š ¬Ã…“is simply a replacement of funds the state has now withdrawnà ¢Ã¢â€š ¬Ã‚  (Rowan, 2013). James Roberts, who serves as a superintendent in the state of Virginia, said, à ¢Ã¢â€š ¬Ã…“It has replaced state general fund revenue, so you could make the case tha tà ¢Ã¢â€š ¬Ã‚ ¦that money either went to transportation, prisons, higher education or to balance the budget. Who knows?à ¢Ã¢â€š ¬Ã‚  (Rowan, 2013) Reflecting just how wide spread and common this issue has become, let us take notice of North Carolina, where some lawmakers are currently moving to take the word à ¢Ã¢â€š ¬Ã…“educationà ¢Ã¢â€š ¬Ã‚  out of the title of the state lottery (Rowan, 2013). As one can see, this disparity between public perception and governmental policy when appropriating lottery revenue is unacceptable, and a reason many are opposed to the state lotteries. The third argument against lottery-funded education is the incentive it provides for the state to promote the games in a government-first fashion in its attempt to gain some revenue, though it may be minimal, for its education fund. This is a more broad argument, but it is important to point out that when the state has committed any amount of the peopleà ¢Ã¢â€š ¬Ã¢â€ž ¢s money to fund education, it does take some priority and focus from the governmental actors involved. So, as citizens of the United States, where states are continually adopting and refining their lottery programs, it is important to be familiar with the basic logistics of how the games work. Obviously, the main attraction of gambling to its players is the potential of acquiring a prize à ¢Ã¢â€š ¬Ã¢â‚¬Å" whether that is money or another reward. So, as gambling stations continually attempt to maintain and attract players, thereà ¢Ã¢â€š ¬Ã¢â€ž ¢s an increased temptation to expand the prize of winning. However, expanding this prize directly lowers the percentage of each dollar paid into the lottery that will directly benefit public education in the state (Stodghill, 2007). In addition, and as mentioned earlier, much of the money doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t even benefit external players. à ¢Ã¢â€š ¬Ã…“In reality, most of the money raised by lotteries is used simply to sustain the games themselves, including market ing, prizes, and vendor commissionsà ¢Ã¢â€š ¬Ã‚  (Stodghill, 2007). As one can see, if you arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t well-versed in how the government enacts its lottery, you may be misguided on why exactly the lottery functions the way it does. Now that we have explored and studied the disadvantages to a state lottery-funded education, let us explore the advantages to the practice. The first argument in support of lottery funding is simply that any financial gains for education from a gaming mechanism is considered a à ¢Ã¢â€š ¬Ã…“plusà ¢Ã¢â€š ¬Ã‚  and should be welcomed. Proponents of this specific argument claim that opponents focus too heavily on percentages and trends and too little on the tangible cash that the lottery games bring to public education funding (Stodghill, 2007). à ¢Ã¢â€š ¬Ã…“Too much of the focus in on percentages. My focus is on dollars. You canà ¢Ã¢â€š ¬Ã¢â€ž ¢t spend percentages,à ¢Ã¢â€š ¬Ã‚  said Gardern Gurney, a knowledgeable source in regards to the New York lottery system (Stodghill, 2007). To put the numbers in more clear and perhaps relatable terms, the state of New York, at one point in the existence of its lottery, pulled in two point two billion dollars in revenue for its education fund in a single year (Stodghill, 2007). Though weà ¢Ã¢â€š ¬Ã¢â€ž ¢ve discussed in this paper that state lotteries arenà ¢Ã¢â€š ¬Ã¢â€ž ¢t truly providing the amount of money the public perceives to be true, any additional money is still money à ¢Ã¢â€š ¬Ã¢â‚¬Å" no matter the total amount gained. à ¢Ã¢â€š ¬Ã…“Lottery dollars are revenues that the states would not have otherwise,à ¢Ã¢â€š ¬Ã‚  said Tennessee Lottery president Rebecca Hargrove (Keteyian, 2007). The second argument in favor of lottery funding is that the additional money essentially acts like a newly implemented tax without ever having to actually increase taxes on the statesà ¢Ã¢â€š ¬Ã¢â€ž ¢ citizens. As we all know, American citizens cringe at the sound of tax incr eases à ¢Ã¢â€š ¬Ã¢â‚¬Å" so much so that political candidates are surely advised to stay away from the topic unless necessary. So, supporters of the lottery argue that one of its greatest advantages is the additional revenue it allows the government without ever forcing an administration to touch a third rail of American politics. While I do concede that this point does closely tie into the first argument provided, I believe it is important to add as a separate advantage. Ms. Hargrove, an advocate of the lottery-in-place-of-tax argument, stated, à ¢Ã¢â€š ¬Ã…“What youà ¢Ã¢â€š ¬Ã¢â€ž ¢d have to know, which is impossible for you to know, is how many dollars education would have gotten if there werenà ¢Ã¢â€š ¬Ã¢â€ž ¢t lottery dollars. Once a lottery passes, there are added dollars to the bigger pieà ¢Ã¢â€š ¬Ã‚  (Keteyian, 2007). A final argument for an individual state to support lottery funding is that as long as other states host a lottery to fund their systems of public educat ion, the citizens of a state that has prohibited the games are likely to cross state borders to invest into another stateà ¢Ã¢â€š ¬Ã¢â€ž ¢s education fund through the gaming; so, as long as other states are doing it, it is hard to justify à ¢Ã¢â€š ¬Ã…“digging your heels inà ¢Ã¢â€š ¬Ã‚  and refusing to comply with this funding trend. Though this argument may seem and may be childish in nature, it is based in practicality and is one worth examining. To further exemplify this point, let us examine the mindset of former North Carolina governor, Mike Easley. Governor Easley established a state lottery as a fulfillment to a promise to the people of his state. As The New York Times reads, à ¢Ã¢â€š ¬Ã…“If some voters in this state frowned on Mr. Easleyà ¢Ã¢â€š ¬Ã¢â€ž ¢s push to bring gambling here, others were persuaded by his argument that North Carolinaà ¢Ã¢â€š ¬Ã¢â€ž ¢s students were missing out on as much as fifty hundred million dollars in aid annually as residents crossed t he border to buy lottery tickets elsewhereà ¢Ã¢â€š ¬Ã‚  (Keteyian, 2007). à ¢Ã¢â€š ¬Ã…“Our people are playing the lottery. We just need to decide which schools we should fund, other statesà ¢Ã¢â€š ¬Ã¢â€ž ¢ or ours,à ¢Ã¢â€š ¬Ã‚  stated Governor Easley (Keteyian, 2007). Though arguments both for and against lottery-funded education budgets are understandable when one steps back and views the issues from differing perspectives, I know it to be essential for the reader to carefully assess and analyze both sides of the argument before formulating a firm opinion. Let us begin by assessing the arguments of those who are opposed to the lottery funding. I believe that the first argument provided, which states that only a low percentage of the lottery revenue actually goes to state education funding, is a decent argument; however, I do believe that the counterpoint that any money is welcomed is equally, if not more, convincing. The only major problem I have with the percentages bei ng extremely low is that this is in direct contradiction to public perception. I believe that the public should be fully aware of the benefits of the lottery to state education before using the gaming mechanisms, and I believe it is the governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s job to raise this awareness. The second argument in opposition states that the lottery revenue is simply acting as a substitute to the general fund. I believe that this argument holds a great deal of weight and is probably the most convincing of those presented. If the lottery funding policies were presented as supplemental revenues, they should be just that. The government should not be allowed to replace the general funds with lottery funds. In my research, I did not find a direct counterpoint to this argument. The final argument in opposition is the temptation for the government to manipulate the system to benefit itself and not the citizens through increased prizes to attract more players. I believe that this is a di sadvantage that must be carefully self-monitored by the government. Though I donà ¢Ã¢â€š ¬Ã¢â€ž ¢t think the argument is a convincing enough factor to constitute a reason to oppose the lottery, I do believe it to be one of importance because it directly affects the citizens of each of our countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s states. Now, let us examine and analyze the arguments in support of state supported lotteries for education funding. The first argument was essentially that any money is good money. As mentioned previously, I do believe this to be a solid argument in support, though I believe that citizens do have the right to, at the least, be informed of the percentage of the lottery revenue funds that actually go to public education. The second argument is that the lottery acts as a quasi-tax increase à ¢Ã¢â€š ¬Ã¢â‚¬Å" without ever having to raise taxes. I believe that this argument is not very sound. I believe that if the government believes it needs more money through taxes, it sho uld fight to pass a tax increase à ¢Ã¢â€š ¬Ã¢â‚¬Å" not slip in extra money through trick funding and manipulation. The final argument in support of the funding is that citizens will simply go to a state with a lottery if their own doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t implement the system. In concept, I believe this to be a poor argument simply because I donà ¢Ã¢â€š ¬Ã¢â€ž ¢t believe states should formulate policy out of fear of the actions of those around them. However, in practicality, I believe this to be a decent argument. I know that states struggle to find sufficient funding for their education, so I believe that practicality wins in this argument. After researching this topic and learning more about both sides of its surrounding debate, I find myself in opposition to state lotteries funding public education in Alabama. After learning more about the advantages and benefits of hosting a à ¢Ã¢â€š ¬Ã…“funding lotteryà ¢Ã¢â€š ¬Ã‚  of sorts, I do not believe that the pros outweigh the cons. As I stated earlier in this paper, I believe that if policy makers want more public education funding, they should work to find that money without using manipulative techniques slipping in quasi-tax increases and gaming strategies. If the lottery were to be established in Alabama, however, I would strongly support raising awareness to gamers and citizens of the state so that they better understand the amount of money actually going to education and can make thorough, well thought decisions when participating in a state lottery. Bibliography Is the texas lottery really funding education?. (2011, May 05). Retrieved from https://www.kcbd.com/story/14579932/kcbd-investigates-is-the-tx-lottery-really-funding-education Keteyian, A. (2007, September 17). Is the lottery shortchanging schools?. Retrieved from https://www.cbsnews.com/news/is-the-lottery-shortchanging-schools/ Rowan, R. (2013, March 05). Gambling with our future: Why the lottery is failing education. Retriev ed from https://www.tuition.io/blog/2013/03/gambling-with-our-future-why-the-lottery-is-failing-education/ Stodghill, R. (2007, October 07). For schools, lottery payoffs fall short of promises. Retrieved from https://www.nytimes.com/2007/10/07/business/07lotto.html?pagewanted=all_r=1 Strauss, V. (2012, March 30). Mega millions: Do lotteries really benefit public schools?. Retrieved from https://www.washingtonpost.com/blogs/answer-sheet/post/mega-millions-do-lotteries-really-benefit-public-schools/2012/03/30/gIQAbTUNlS_blog.html Don’t waste time! Our writers will create an original "The State Lotteries Role in Financing Education" essay for you Create order

Introduction to the Finance Company Project Free Essays

Introduction to the Finance Company Project Your team is required to analyze the future business and economic prospects of a major, publicly traded corporation using financial concepts and techniques as well as the concepts and techniques from other business areas. Make sure any statements you make in your analysis are consistent with the knowledge base of finance. Also please include your calculations (including spreadsheets), data sources (be specific, including date and page number(s)), and assumptions (explain your rationale) in the appendices. We will write a custom essay sample on Introduction to the Finance Company Project or any similar topic only for you Order Now While your analysis should be geared toward finance, nobody, of course, can make business decisions using solely finance techniques and concepts, so where applicable, incorporate techniques and analysis from other business fields. The following is a list of the minimum requirements for your project. Additional credit will be given for creativity and analysis beyond the minimum requirement. If you have any questions, please e-mail them to your instructor. (1) EXECUTIVE SUMMARY: Provide a one (1) page executive summary which summarizes your findings and provides a recommendation whether to buy or not to buy the stock and the debt securities of the company (two separate decisions). (2) COMPANY INTRODUCTION: Provide a one page (1) introduction to your company including: company history, strategy, main products services, primary markets customers, major competitors, industry overview, and other relevant information. (3) FINANCIAL ANALYSIS: Conduct a two-year financial analysis of your company using financial ratios. Include a Du Pont analysis. You can refer to your Essentials of Business I Corporate Annual Report project for the appropriate ratios. ) Comment on the financial health of the company. Please look at ratio trends and compare to industry average. (4) WEIGHTED AVERAGE COST OF CAPTIAL (WACC): Estimate the components of the cost of capital for your company using market data. a) For the cost of common stock, analyze using the dividend growth model and CAPM. To determine Beta, first use published sources. Next, calculate your own beta estimate using regression analysis with 52 weeks of daily data. See the textbook’s website to download the regression tool kit from Chapter 6. If the published estimates and the results of your regression analysis differ, justify your final choice of Beta for the WACC determinations. b) Calculate the cost of preferred stock c) Calculate the cost of debt. Recall that you do NOT use the coupon rate, but instead use the YTM for each bond issue. d) Determine the appropriate weights for each of the categories using market values. e) Calculate the company’s WACC. f) In your opinion, has the company minimized its WACC? What could it differently? Recall that more debt increases the risk of bankruptcy and more equity means the flotation costs of issuing stock. g) Provide reasons why or why not the current WACC is appropriate for future use by the company. If not, explain which WACC should be used for future business decisions. (5) FUTURE CASH FLOWS: Prepare a three (3) year forecast of estimated future cash flows for you company and give valid economic/business reasons for your projections. This means you will have a statement of incremental cash flows. One year in the future, develop a future market value of equity and an estimated future price per share for the company’s common stock. Write a 1 page analysis, which incorporates marketing, accounting, sales, production, management, technology, etc. information into your estimates of future cash flows. Please cite 2-3 media sources for this analysis. a) Perform a what-if analysis for your cash flows using at least one of the following: sensitivity analysis, scenario analysis, or simulation analysis. Also, provide a written summation of your what-if analysis. ) Collect and evaluate information on inflation estimates and incorporate those estimates, as you see fit, into your cash flow estimates. c) Comment on how future cash flows maybe be affected by information contained in the footnotes to the financial statements. Footnotes are often more interesting than the rest of the financial statements and provide valuable information. d) Do a brief analysis of your competitors, the p rospects of their future cash flows, and how that affects your company’s cash flows. e) Conduct a â€Å"post-audit† of one (or more) of your company’s major past projects and ncorporate this qualitatively into your estimates of future cash flows. (6) HISTORICAL STOCK PRICE: Review briefly the historical performance of the company’s stock price. Explain if this affected your analysis. (7) SECURITY ANALYST’S REPORTS: Evaluate what securities analysts are saying about your company, and explain if you agree or disagree with their recommendations. What is the sentiment for your stock: are there a lot of buy recommendations or are there a lot of hold/sell recommendations? (8) DIVIDEND and CAPITAL STRUCTURE: ) Analyze the current dividend policy of your company. If it doesn’t pay a dividend, should it? b) Analyze the target capital structure of your company including bank loans, leases, and other financial securities issued in addition to preferred stock, common stock, and debt. Why do you think it maintains the capital structure it does? Do you think it is an optimal capital structure? If not, what do you think would be? Justify your answer. c) Does your company have a substantial degree of informational asymmetry (assets which are hard for outsiders to value)? Do you think this affects the capital structure of your company? (9) CORPORATE GOVERNANCE: Comment on the corporate governance of your company. Is management doing a good job? Does management hold shares in the company? What is their percentage of equity ownership? How much stock do institutions own? Do you think these factors affect your company’s performance? (10) MERGER and INTERNATIONAL STRATEGY: Describe and evaluate the merger and acquisition strategy and the international expansion strategy for your company. How to cite Introduction to the Finance Company Project, Papers

Lord Of The Flies We Hate Piggy free essay sample

Lord Of The Fliess: We Hate Piggy Essay, Research Paper Lord of the Fliess: We Hate Piglets In many novels there # 8217 ; s normally a character the reader loves to detest. Whether that character be a also-ran, a lone wolf, or person who # 8217 ; s merely chubby, we all have made merriment of that peculiar individual at least one time in our lives. Throughout William Golding # 8217 ; s novel, Lord of the Fliess, he illustrates the joy of readers in detesting Piggy # 8217 ; s character. In the beginning of the novel, when Ralph meets Piggy after the plane clang, Piggy regretfully tells Ralph what the childs used to name him at school, ? They used to name me? Piggy # 8217 ; . ? ( 1 ) Ralph so shrieks with laughter and makes merriment of Piggy # 8217 ; s moniker, ? Piggy! Piglet! ? ( 2 ) Ralph goes on and on with giving Piggy a bad clip, merely as childs usually would. This could be Ralph # 8217 ; s manner of seeking to deflect himself from the world of the aeroplane smashup. We will write a custom essay sample on Lord Of The Flies We Hate Piggy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By the writer # 8217 ; s description of Piggy and the contents of Piggy # 8217 ; s negotiations, all of us have a good thought of how he looks like and how he acts. We can all associate to him as that? fat swot # 8217 ; that ever sat entirely in the cafeteria. We all had monikers for the? lone wolf # 8217 ; . We knew deep down that this was a bad thing to make but we enjoyed seting him or her down. Piggy is smarter than most of the subsisters. You could see this because he was cognizant of the state of affairs around him whereas Ralph enjoyed the freedom. It was Piggy # 8217 ; s thought to compose down all of the subsisters # 8217 ; names and he knew where to put the hole in the conch and what it could be used for. Piggy is besides cagey in which when he is asked to make something physical, whether it would be exercising or difficult labor, he says he can non make it because of his asthma, but most people could see that he is lying. An illustration of this is when he was afraid to swim. ? Piggy tip-toed down the flaxen side of the pool, and Saturday there up to his cervix in H2O smiling proudly at Ralph. ? Aren # 8217 ; t you traveling to swim? # 8216 ; Piggy shook his caput. ? I can # 8217 ; t swim. I wasn # 8217 ; T allowed. My asthma # 8212 ; # 8217 ; ? Suckings to your ass-mar! # 8217 ; ? ( 3 ) Ralph could easy state that Piggy was lying, and whimping out. Piggy is different from the other subsisters, he is considered as an foreigner. His organic structure is different, he besides thinks different from the other male childs. At first he is the lone one speaking about and desiring to acquire rescued, yet all the other male childs are either happy with their freedom and researching the island or they # 8217 ; re believing about runing. Piggy knows the existent life and decease state of affairs upon the group, when he talks about the decease of the pilots. ? ? They # 8217 ; re all dead, # 8217 ; said Piggy, ? an # 8217 ; this is an island. Nobody don # 8217 ; t know we # 8217 ; rhenium here. Your pa Don # 8217 ; T know, cipher Don # 8217 ; t know # 8212 ; # 8217 ; His lips quivered and the eyeglassess were dimmed with mist. ? We may remain here till we die. # 8217 ; ? ( 4 ) This talk did get the better of the male childs with concern, but they shortly forgot it and thought nil of it. Jack is the obvious 1 who goes excessively far in badgering Piggy. At first it was merely mild badgering, naming him names, largely verbal maltreatment. Subsequently in clip, Jack and his ain separate kin, killed a hog and invited Ralph # 8217 ; s group for a banquet. At the banquet Piggy was the lone one without meat. Hungry, he spoke. ? ? Aren # 8217 ; t I holding none? # 8217 ; Jack had meant to go forth him in uncertainty, as an averment of power ; but Piggy by advertisement his skip mad more inhuman treatment necessary. ? You didn # 8217 ; t hunt. # 8217 ; ? ( 5 ) Subsequently Simon gave his meat to Piggy, and Jack went into a fury, shouting at Simon that he got meat for him, non Piggy. Later in the Novel, when Ralph and Piggy came to face Jack about Simon # 8217 ; s decease, Roger did the unaccountable when he pushed a big bowlder over a drop and onto Piggy. Yet everybody thought that this seemed the right thing to make except for Ralph was the lone 1 who was sane and thought otherwise. Ralph realized that they had gone excessively far. Throughout William Golding # 8217 ; s novel, Lord of the Fliess, he illustrates the joy of readers in detesting Piggy # 8217 ; s character. In many signifiers of amusement such as films, books and telecasting shows, there has ever been a character like Piggy.Everybody has a small evil interior and we seem to take it out on a character like Piggy and Mr. William Golding has shown us that we enjoy detesting these sort of characters and that things will likely neer alteration.