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.

Antigony Essays - Operas, Antigone, Civil Disobedience, Ismene

Antigony Summary of Antigone by Philip Harsh In Antigone by Philip Harsh, the play Antigone by Sophocles is critisized. Many argue about the originality of the play. Scholars believe that a large portion of the play was made up by Sophocles instead of being reffered to the orginal epic. Characters such as Tiresies and Ismene are only found in Sophocless version. The role of Haemon is the most significant in relation to the changes made by Sophocles. When one refers to the epic one will find that this character dies prior to the death of Oedipus Rex. He must have done this to give a touch of romanticism between Antigone and Haemon. Many Greek authors wrote their own versions of this play which brings more confusion to the actual story. The play was admired by many in the fifth century BC. When there was word of a performance of the play Antigone, every actor hoped to have a part in the production. The theme of this play is referred to by many as a conflict between secular and divine law (Harsh 103). This is challenged by philosophers of Greek studies. Greeks did not believe that Creon was a tyrant therefore disposing the idea of conflict. These might be concepts present through the play but these are only formed by the defense of Antigones point of view (Harsh 104). It is obvious that suspense is present through the entire play. The outcome of this play could have gone either way, negative or positive. The suspense is aided by the absence of an expository prologue (Harsh 104). This is a characteristic of any Sophoclean play. Although this is a tragic play all to its true meaning, there are parts of humor. Some humorous scenes are those of the guards. The climax of the play seems to be the revelation of the betrothat of Antigone to Haemon (Harsh 105). This serves as a cue for Haemon. Two of the main characters, Antigone and Haemon, are never together in any scene. Antigone is said to have not been a guilty party. She was only guilt of having a stubborn determination but this is the whole cause of the play. Creon believed that by her praising her deep her deed it only proves her guilt (Harsh 107). She was just like her father, Eodipus. After Antigone completes her deed, her attitude changes. She no longer maintains her determination. In the final speech made by Antigone in the last scene, she mentions that she would never had done this for her husband or child, this has puzzled many (Harsh 108). This is said to be a psychological and emotional response. It is not unreasonable, therefore, to assume that these lines are genuine and that Antigone is sincere, but she might have actually performed such a deed for her child or her husband (Harsh 109). Creon should not be considered the antagonist in this play. His case comes with good reason. He believes that Polyneices should be treated as one who has descrated the temple of the gods was only made due to his loyalty. Creon is similar to Antigone in that they both are determined. Some even belive Creon, and not Antigone, is the main character of the play. Mythology Essays

In the World, but not of the world essays

In the World, but not of the world essays To many, the Amish are viewed as misunderstood, shut off from the outside world. Many Americans are angered by the Amish ways and beliefs. Are the Amish trying to defy the American political system or are they just misunderstood. Is it political reasons or religious beliefs that allow them to live in the world, but not of the world? During the Reformation in sixteen-century Europe, Luther and Calvin promoted the concepts of individual freedom and the priesthood of all believers. In what has been called "the radical reformation", some religious reformers took these beliefs to their logical conclusion; they preached that the believer should separate himself from all secular activities. One of the largest groups, the Anabaptists promoted baptism during adulthood after confession of faith, instead of during infancy, total separation of religion and state, and worship services in the home rather than at church. The religious movements that they founded are called "free churches" as contrasted to the state churches that were normal for the time. Their groups were simple associations of adult Christians. Most of them were wiped out in wars or programs of genocide organized by various governments and the main line Protestant and Roman Catholic churches. The Amish people are descendants of the Anabaptist tradition. The Anabaptists eventually split into three groups, the Mennonites of Dutch and Prussian origin, the Hutterian Brethren of Austria, and the Swiss Brethren. The Mennonites are named after Menno Simmons, a Dutch Anabaptist leader. They were severely persecuted and fled to Switzerland and other more remote areas of Europe. The Amish are named after their founder Jakob Amman, who decided to split off from the Swiss Brethren during the late seventeenth-century. Amman based his beliefs and practices on the writings of Simmons and on the 1632 Mennonite Dordrecht Confession of Faith. These divisions did not occur due to differences...

Art Blog Assignment Example | Topics and Well Written Essays - 2000 words

Art Blog - Assignment Example The psychology of the postmodern world is the continual state of change as we live in its idealist manufactured dream, built by developers† (Cullen). The poster in the exhibit reflected this statement through a number of fascinating ways. The first way in which it reflected this statement was through its graphically perfected nature, the art of the poster defined by edges that were uneven, but perfect, text that was bold, but rendered through the use of a typographically rendered font. This work was developed through the use of technology that separated the user from the medium, a brush or a knife not the connection between the artist and the medium, but the printing tools performing as the artist commanded to render what the tools were already capable of performing. The work feels manufactured, which is directly juxtaposed with the theme which expresses the freedom of the surfer. The surfer represents the extension of youth, the ‘Endless’ not only about time in a year, but about time in a life. Looking at the poster is reminiscent of the dream of the wave as it endlessly crashes against the sand, the heat of the sun as it beats out the color of the day until the ocean is a part of every moment of a day that will never end. The feel of heat, the grit of the sand, and the idea of following the waves is expressed through color and silhouette within the graphically rendered poster. Not only is the theme expressed, but the post-modern world in which technology and youth crashes into nature and defies it, is expressed. The work is an expression of a new world as it was emerging in the most socially volatile time in American history. The film that the poster was made to express was released in 1966 in the middle of a revolution that changed culture towards a more youth oriented aesthetic, even as it changed race relations, gender relations, and the relationship that the American people had with their government. Chasing the elusive dream, the next wave and a summer that never ended was emblematic of the new American dreams of freedom. Seeing this poster in the midst of the exhibit created a feeling of hope in which that dream of freedom could be discovered. See Pacific Standard Time at the LACMA which opened on October 1, 2011. (The images for the blog are easy to find, but I don’t know what parameters your professor gave you for copyrights, so I cannot help you with this. Since you didn’t submit the information until yesterday, my time to try and comply with this has been limited) Cullen Lauren. Interview with John Van Hammersveld on Pacific Standard Time. Examiner.com 30 September 2011. Web. 2 November 2011. Blog 2 Big Black Sun: The Loss of the Master Narrative within a Collective of Artists Minds The Geffen Contemporary at the MOCA is hosting an exhibition entitled â€Å"Under the Black Sun: California Art 1974-1981†. Paul Schimmel in his article on the exhibition website page quotes critic Arthur C. Danto as he discussed the idea of pluralism as â€Å"the implication that there was no longer any historical direction. That meant there was no longer a vector to art history and no longer a basis in truth for the effort to spot the historically next thing† (Schimmel). In looking at the works within the exhibit, the division of artistic direction is clearly evident and the works speak and reveal a wide variety of ideas from which

World War 2 History Essay Example | Topics and Well Written Essays - 1250 words

World War 2 History - Essay Example The biggest obscurity that remains is who should bear the culpability of the Holocaust. Millions of questions fizz out of the World War II brutality, but unfortunately, neither satisfactory answer has ever been reached nor is there any in the near future. The answers to evolving questions still remain oblivious with many wondering about the motives and the driving force behind the Holocaust. However, through their stories, Christopher Browning, Sledge Barrow, and Gerald Linderman try to explore some of the drivers of such brutalities witnessed with â€Å"ordinary men† of Reserve Police Battalion 101 during World War II. Browning attempts to shed light on the outrageous behavior of â€Å"ordinary men† of Reserve Police Battalion 101 in the period of German invasion of Poland. On the other hand, Sledge explores the physical and psychological tortures that the United States marine went through in their bid to survive during offensive action in Peleliu and Okinawa, which wa s also reflected by Linderman. All these men crafted literature on the experiences of ordinary men during the war, which compelled them to execute horrific and baffling actions. The main role of Reserve Police Battalion 101 in Poland was to clear ghetto and to extradite the Jews to rear regions by train. According to Browning, most of the members of this group were neither Nazis nor trained for war (3–4). Interestingly, the men turned out to be one of the most efficient executioners of innocent civilians. Jozefow, Poland, marks the group’s initial murder stage, which became a future plan for successive murder operations. The Battalion commander, Major Wilhelm Trap, came up with a solution for those who could not accomplish the task of killing their victims by relieving them of their duty. However, only a few members bought his idea of the reprieve offer. It beats logic and exposes extreme meanness when ordinary men were matched one-on-one with their victims, which pres ented the murders as more individual. The men felt resentment and depression from the killing when they later retreated into their camps (Barrow 69). The commanders of the men resorted to making alcohol accessible, perhaps, to frozen the feelings and experience and also to help the men to cope. Browning further argues that some of the members of Reserve Police Battalion 101 requested to quit when the executions began, while others seemed to enjoy their role (70). The idea of taking lives is quite a traumatizing experience. Apparently, those who were leaving were so withdrawn to pull the trigger with their weapons, and more so, on a face-to-face execution basis of their victims. As the battalions participated in numerous operations to capture and exterminate the Jews, they became more oriented to killing and would even derive pleasure from killing their victims (Browning 127). In spite of the reluctance to shoot their Jew victims, it did not make any better their callous capture and delivery of the Jew captives to their murder sites. Browning argues that "Spared direct participation in the killing, the men...seemed scarcely to have been disturbed" (Browning 90). Quite a large number of the battalions took part in organized murders in their attempt to â€Å"cleanse† Poland. The successive executions were based on the plan developed in Jozefow, when the very first executions were made efficiently and effectively by the ordinary men. In the later killings, the Jews were led to the forest, ordered to lie down and then gunned on their necks. Because of their involvement in countless shootings of the Jews, the men became so murder-oriented that they even became efficient in dispelling the killings from

Pharmaceutical Industry Analysis

Pharmaceutical Industry Analysis In this chapter a basic understanding of how the pharmaceutical industry will be defined and which models will be used to analyse it will be given to the reader. 1.1 Definition of Industry The most important definition of industry was given by Michael Porter in 1979: a group of competitors producing substitutes that are close enough that the behaviour of any firm affects each of the others either directly or indirectly. Later, Porter defined the term more precisely as a group of companies offering products or services that are close substitutes for each other, that is, products or services that satisfy the same basic customers needs. This new definition emphasizes the importance of industry borders and industrys role as a market supplier or producer of goods and services, as distinguished from a market, defined as a consumer of goods and services. Furthermore, inside every industry there are groups of companies that follow similar strategies, defined by Michael S. Hunt in his unpublished 1972 Ph.D. dissertation as strategic groups. Between these groups there are differences in entry barriers, bargaining power with buyers and suppliers and skills and resources . Strategic groups compete against each other within the industry as a result of these differences. 1.2 Models to Analyse the Industry and Its Environment The literature agrees that comprehension of the industry structure is essential to developing a firms strategy and has a greater effect on the firms performance than whether it is business-specific or corporate-parent. The comprehension of the structure requires analyses of the industrys life cycle. It also requires step-by-step political, legal, technological, social and economic analyses as well as the five driving forces of business, provided by Michael Porter. By utilizing these analysis techniques, it is also possible to anticipate changes in industry competition and profitability over time. 1.2.1 Industry Life Cycle Analysis There are different phases during the development of an industry. Every phases is characterized by a different environments which make competition assumes different the form. Through studying the life cycle, the industry realizes its stake in the market and its influence on consumers. The industry life cycle model includes four different phases: introduction, growth, maturity and decline. The first phase, called introduction, is characterized by a low demand, whereas prices are high as a consequence of firms inability to realize economies of scale. For this reason profits are low and losses are possible due to high amount of investments in new categories. Barriers to entry are primary based on technologies and competencies. Strategy is focused mainly on RD and production, with the goal of enhancing novelty and quality. Competitors, attracted by the rising demand, attempt to replicate the new product. In the second phase, growth, the use of the product is extended, demand grows, prices decline due to economies of scale, barriers to entry are lower and the threat of new entry is high. At this phase the technology is usually not exclusive property of one or more firms, and the primary reaction to competition is marketing expenditure and initiatives; profits are not very high because prices decline as competitors enter the market. There is a transition period, or shake-out, between the second and the third phases. The shake-out involves finding and using all investment opportunities, because the market is near saturation and demand grows more slowly. In the third phase, maturity, market growth is low or non-existent, and the focus shifts to gaining market share; demand is represented only by the substitution of products, investment in RD decreases and there is little innovation. In this phase firms seek cost reductions, and competition is based primarily on advertising and quality because of the low differentiation between products. Big firms acquire smaller players, while others are forced to exit. As a consequence of high barrier to entry, the threat of new entrants are low. The last phase is decline, so called because of the continued decline in demand. Industries arrive at this stage for a variety of reasons. These include a change in social behaviours, demographic changes, international competition, technological innovations and increased customer knowledge. The buying process is based primarily on price rather than innovation. As a result, profit and revenues decline, and the industry as a whole may be supplanted. 1.2.2 PEST Analysis The word PEST is an acronym of several aspects that influence business activities at any given moment. An industry operates under Political, Economic, Social and Technological conditions. These conditions are identify and analyzed using the PEST Analysis technique. Due to their independent influence on any industry, it is essential that each be considered individually. The political aspect of analysis encompasses various factors that influence business activities in a given country at several levels: national, sub-national and supranational levels. These include trade policies control imports, exports and international business partners, government ownership of industry, attitude toward monopolies and competition and trade policies. Hence, failure to consider these policies may result in loss of revenue due to taxes or penalty fees. Government stability is also very important, because it eradicates the risks associated with wars and conflicts. For an industry to thrive, political stability must be uncompromising; otherwise, sales and business activities will be uncertain, and investors will lose interest. The internal political issues in any country influence the running of industries. Politics based on race or religion may define the course for certain industries, especially if an industry falls short of political expectations. Elections and changes in leadership also influence an industrys strengths and opportunities and thus should be considered during the analysis. In addition to internal issues, international pressures and influences may affect some industries, such as environmental degradation or product safety. Another factor is terrorism. Though uncommon in many countries, poor or unstable governance may attract terrorist activities, vengeful or otherwise, which can have adverse effects on the industries operating in that country. All these issues may influence industry and firm expansion and industry attractiveness from stake holders point of view. The economic aspect of analysis includes many factors. The first factor to consider is the current economic situation and trends in the country in which the industry is based. Companies should note inflation and economic decline so that when it comes to investing, they can avoid being financially affected. Failure to do this results in an economically blind platform that may cause the industrys sudden collapse. Another factor to consider in analysis is taxation rates. When there are high taxation rates in a given country, price-based competition may affect a given industry in the international market. International economic trends are also very important, because they define currency exchange rates, imports and exports. Other factors to consider are consumer expenditure and disposable income and, finally, legal issues, including all trade legislation in a given country and other legal regulations that inhibit or encourage expansion of business activities. Also to be considered are consumer protection laws, employment laws, environmental protection laws and quality standardization regulations. Industrial laws regulating competition, market policies and guidelines also play an important role in influencing industrys stability and future expansion possibilities . When considering the social aspect, factors including demographic changes, shifts in values and culture and changes in lifestyle are important to note so as to strategize on expansion and growth . Certain factors, such as media and communities, influence an industrys growth and returns. Brand name and corporate image are also very important in influencing growth and returns since they shape customer loyalty and shareholder investment. The medias views on certain industrial products should be incorporated into the analysis, as should consumer attitudes and sensibility to green issues, that is, issues that affect the environment, energy consumption and waste and its disposal. A companys information systems and internal and external communications should also be analyzed to ensure that it keeps pace with its competitors. Other factors are the policies regulating education, health and distribution of income, all of which, in the long run, influence consumer use of products . The technological aspect of analysis encompasses a variety of factors. In addition to developing technologies, all associated technologies, along with their innovation potentials, speed of change and adoption of new technology, should be analyzed for a proper evaluation of the industry. Other technological factors are transportation, waste management and online business. The level of expenditure on RD should also be considered in order to secure the industrys competitive position to prevent losses and collapse . 1.2.3 Porters Five Competitive Forces Analysis Porters model, as described by Kay, is an evolution of the Structure-Conduct-Performance paradigm conceived by Edward Mason at Harvard University in the 1930s and detailed by Scherer in the 1980s. , The model aims to determine the intensity of industry competition, major issues in determining strategy and whether an industry is attractive or not. Porter identified five competitive forces that act on an industry and its environment: threat of entry, intensity of rivalry among existing competitors, threat of substitutes, bargaining power of buyers and bargaining power of suppliers. The first competitive force, threat of entry, refers to the threat of new entrants in an established industry or acquisition to gain market share. Reactions of participants and barriers to entry are the main factors used to establish whether the threat is high or low. Six major entry barriers have been identified: à ¢Ã¢â€š ¬Ã‚ ¢ capital required to compete in the industry (especially in risky industry, such as advertising or RD) à ¢Ã¢â€š ¬Ã‚ ¢ switching costs à ¢Ã¢â€š ¬Ã‚ ¢ access to distribution channels à ¢Ã¢â€š ¬Ã‚ ¢ economies of scale à ¢Ã¢â€š ¬Ã‚ ¢ cost disadvantages independent of scale, such as patents, access to know-how, access to limited resources, favourable locations, government subsidies or policies and learning or experience curves à ¢Ã¢â€š ¬Ã‚ ¢ product differentiation à ¢Ã¢â€š ¬Ã‚ ¢ expected retaliation from existing firms against the new entrants Strong barriers to the entry of new firms enable a few firms to dominate the market and thereby influence prices. The second force is intensity of rivalry among existing competitors. Rivalry takes place when one or more firms inside an industry try to improve their position using tactics such as price competition, new product introduction or new services. Rivalry depends on several factors: number and size of competitors, industry growth, product characteristics (which determine whether the rivalry is based on price or differentiation), cost structure, exit barriers, diverse competitors, operative capacity and high strategic stakes. If an industry is inhibited, then firms will experience difficulties when trying to expand. The growth of foreign competition and the corporate stakes should also be included in the analysis. Threat of substitutes is the third forces. Substitutes are those products manufactured by other industries but serving the same purposes as the initial product. These substitute products cause the demand to decline. The implications are reduced profits and reduced market command by the original capital investor. This is of particular importance when the buyer has no switching costs and can easily compare products in terms of price and efficiency. Bargaining power of buyers is the fourth force. High bargaining power positions weak firms inside the industry, forcing price down, enhancing competition between industry players and resulting in bargaining for higher quality or services. This power is particularly high under certain conditions, such as few and specific buyers, undifferentiated products, low switching costs, the possibility of backward integration and information about demand and the availability of market price to the buyers. Furthermore, bargaining power is high if product quality is not a crucial factor of decision-making and if what the buyer is acquiring is a modest fraction of his total costs. Bargaining power is even higher when the buyer is a retailer or a wholesaler able to influence the consumers purchasing decision. The fifth and last force is the bargaining power of suppliers. This can act on the industry in several ways: raising prices, lowering quality or privileging some buyers. Supplier power can be divided into several elements. One of these elements is supplier concentration. Suppliers are in a stronger position when there are few suppliers, switching costs are high, the industry they are serving account for a small fraction of their business or their products are an important part of the buyers business. The bargaining power of suppliers is low or non-existent when there are substitute products. Lastly, purchase volume and the suppliers influence on cost are very important. 2. Pharmaceutical Industry Analysis A general overview of the pharmaceutical industry is the primary objective of this chapter. First, this chapter will define the industry in order to identify the main players in the pharmaceutical market. Second, using the instruments and models described in the first section, it will highlight the main characteristics of the industry and the factors that influence it. 2.1 Definition of Pharmaceutical Industry The pharmaceutical industry is composed of companies developing, manufacturing and marketing products licensed for use as medications. Their goal is to prevent, diagnose or treat diseases. A medicinal product, also called a pharmaceutical, according to the EU, is an exogenous substance or a combination of exogenous substances that can be organic or inorganic, natural or synthetic, and able, once inside the human or animal body, to modify physiological functions or to make a medical diagnosis through physical, chemical or physicochemical action. This industry is subdivided into two sub-industries characterized by different business models and players: prescription and OTC pharmaceuticals. Prescription pharmaceuticals, also referred to as Rx, are medicines that are available to the consumers for purchase in a pharmacy or drug store only with a prescription from a physician or administered only in hospitals. These medicines target specific diseases and, therefore, are prescribed for and used by one person only. OTC pharmaceuticals are instead used by more than one person which present the same symptoms in the same or in different time. These medicines are available to the consumer at every time and the consumer dont need any prescription from a physician for purchase. Furthermore, inside this industry there are two types of firms: Big Pharma and Biotech. These two types, despite being in the same business, vary in several ways: IP, drug methodology, expenditure and productivity of RD . The primary drug RD techniques used by Big Pharma firms are chemoinformatics and in silico screenings. Biotech firms are companies that use biotechnology in RD . Biotechnology, according to the Organization for Economic Cooperation and Development, is the application of science and technology to living organisms, as well as parts, products and models thereof, to alter living or nonliving materials for the production of knowledge, goods and services. Generally, Biotech firms tend to have a strong academic culture, are more risk treatment and spend less than half what Big Pharma spends on R&D; in 2004, Biotech firms spent $20 billion, versus $50 billion spent by Big Pharma. Generally, a Biotech product has multiple IP covering manufacture, formulation and stability, as opposed to Big Pharma IP, which covers only the product, allowing generics to be produced quickly. While they may appear to have the same phenotype, their genotypes are distinct, so much so that they can be considered two industries, as stated by Arthur D. Levinson, Chairman and CEO of Genentech. Nevertheless, this distinction is not always clear, as many Biotech and Big Pharma firms are hybrids to varying degrees. The focus of this thesis are Big Pharma involved in the development of prescription pharmaceuticals to treat and prevent human diseases in the EU market. 2.2 Analysis of the Pharmaceutical Industry The purpose of this chapter is to provide a brief overview of the pharmaceutical industry lifecycle and investigate the major force acting inside it . 2.2.1 Industry Lifecycle Analysis People over the years have always tried to discover diseases causes and to find remedies against it. The most complete medical test, the Ebers Papyrus, is dated 1550 BC and it was written by Egyptians . However, the industrial production of drugs dates back to the year 1827 when Heinrich E Merck in Germany founded the first company for the production of cocaine and morphine . This event started the introduction phase of the pharmaceutical industry in Europe. In Europe, this industry was born in different way, reflecting the different strategic groups inside it. In the German-speaking countries, pharmaceutical companies were born as a branch of the chemical industry, with firms like Bayer and Hoechst in 1863, BASF in 1865 and Schering in 1871 in Germany, and CIBA in 1884 and Sandoz in 1886. Only Hoffman-La Roche in 1894 in Switzerland was originally a drug firm. On the other hand, in Italy, France and the UK companies were born from small shop pharmacies, such as Glaxo which traces its origins to a pharmacy in Plough Court in 1715 . During the 1800s many compounds were already being isolated, but none was being synthetically produced. The first synthetic drug was Phenacetin, produced by Bayer and commercialized in 1888 . Ten years later Bayer commercialized Aspirin, which marked a milestone in the pharmaceutical industry. Many firms rose to prominence in the 1920s-30s with these kinds of pharmaceuticals, but also with a new class of pharmaceuticals: vaccines and serums . During the Second World War II the demand for drugs increased and mass production started, primarily with drugs such as antibiotics (penicillin, streptomycin and neomycin) and sulphonamide . The availability of these drugs dramatically changed the quality and the average life-span of people. In this period the German pharmaceutical industry, a leader along with the Swiss in pre-war times, was taken over by American firms who came to Europe to taking advantage of the condition of the continent after the war. The period 1950-60 was the start of the industrys growth phase , and this saw a proliferation of new drugs and high return to drug discovery. New drugs included tranquilizers such as MAO inhibitors in 1952, anti-tuberculosis drugs such as Isoniazid in 1952 and oral contraceptives in 1956. Other discoveries included Librium in 1960 and Valium in 1960. The latter was sold from 1963 and later became one of the most prescribed medicines in history before controversy emerged over its link to habituation and dependency. In the 1950s, legislation was put in place to regulate the industry, mainly touching on labelling and approval by health authorities as well as drawing distinctions between non-prescription and prescription medicines. In this apparently unstoppable process of pharmaceutical progression and optimism the industry was stalled by a drama concerning one drug sold in Europe and Japan, Thalidomide. This drug, synthesized in Germany in 1954, was introduced to the market to treat the symptoms of morning sickness and nausea in pregnant women. Between 1954 and 1960, it caused around 5,000 and 10,000 severe deformities in infants. In fact, the drug had not been sufficiently tested on animals to assess its safety, and after this revelation, in an attempt to better regulate the industry, drug oversight authorities were established to exercise control over the industry. The World Medical Association met in Finland and issued the Declaration of Helsinki, setting the standards for clinical research. Among other things, the declaration stated that pharmaceutical companies must prove the efficacy of a new drug in clinical trials before releasing it to the market, and subjects must consent to experiments done to test the efficacy of drugs in clinical studies. The industry remained small up to the late 1970s . Two events characterized the 1970s. First, chemical production for raw materials and early intermediates shifted out of Europe to low cost destinations such as India and China which later began producing active pharmaceutical ingredients and finally non-patented pharmaceuticals . Second, there was the birth of biotechnology. This new science had its roots many years before with the discovery of the double helix in 1953 by Watson and Crick, which followed the advances in molecular genetics, recombinant DNA technology, and molecular biology. Until then, drugs in commerce were produced by extraction from natural substances or chemical synthesis. These new techniques of molecular biology marked the birth of a new industry which became a competitor to and a substitute of the pharmaceutical industry. This new industry was pioneered by firms like Genentech and Amgen which introduced revolutionary drugs such as Epogen and recombinant human insulin. In the 1980s, legislation was passed in most European countries requiring adherence to strong patents for both the pharmaceutical products and their production processes. There were also new regulations such as the introduction of the Good Clinical Practices, which were guidelines regulating ethics and the reliability of clinical studies. In Europe, several states also initiated health maintenance organizations and managed care in an effort to limit rising medical costs, and a preference for preventive rather that curative medication took root. As the industry entered the 1990s, new discoveries and projects, such as the Human Genome Project 1990, changed the business environment. Also, there was a huge wave of MA to build on synergies. This included Ciba-Geigy and Sandoz forming Novartis, Hoechst and Roussel-Rhone Poulenc-Rorer forming Aventis and Glaxo Wellcome and SmithKline forming GlaxoSmithKline. In this way, the manufacturing of pharmaceuticals came to be concentrated in Western Europe and North America, with dominant firms and a few small companies that produced drugs in each country. The major European companies are still the dominant players not only in Europe but also in the global market. They include Novartis of Switzerland, Bayer of Germany, GlaxoSmithKline of the UK, Hoffman-la Roche of Switzerland and AstraZeneca of UK/Sweden. As the European pharmaceutical industry entered the 21st century, signs of the growth phase have become even more evident. This has been characterized by intense marketing to physicians and internet commerce. This, in part, has been facilitated by the liberalization of marketing rules requiring presentation of risks as well as the advertising message. Internet has enabled the direct purchase of raw materials by the manufacturers. The development of drugs has moved from the hit-and-miss approach to research and informed discovery. Alternative medicines and lifestyle medicines have presented new challenges and opportunities and have raised the level of competition in the industry. The ageing population in western European economies has increased opportunities for raising revenues. In fact, because of the ageing population in the developed economies, drug consumption will increase since the aged have a higher frequency of contracting diseases than younger people. New epidemics, such as the recent H1N1 flu outbreak, continue to batter the world population, and increased globalization makes them spread more quickly than ever. As the industry advances through the growth phase, companies are undertaking research and development initiatives both to develop new drugs and improve production processes. Further, the increased role of state-supported medical schemes across Europe, as well as other state-managed health programs around the world will greatly increase the reach of healthcare, extending it to more of the middle class and the poor who constitute the larger part of the population in most countries. As the medical programs continue to gain efficacy, the sales of pharmaceutical firms are expected to grow. In addition, the emerging economies like Brazil, Russia, India, China, Turkey, Mexico, and South Korea will add to potential consumer numbers in the industry for European manufacturers. Together, these countries constitute a huge percentuage of the worlds population, meaning that their entry into the high income category will no doubt present an enormous potential market for pharmaceutical products. In fact, the growth in these markets is expected to reach 14-17% by 2014, compared with only 3-6% growth in the developed markets. Thanks to agreements signed by the Asia-Pacific and Europe governments concerning liberalization of the Asia-Pacific pharmaceuticals and investments market, many companies have already started to establish relationships with emerging markets. An example is GlaxoSmithKline, who partnered in 2009 with Indias Dr. Reddy Laboratories. GlaxoSmithKline will distribute the drugs manufactured and supplied by Dr. Reddy in Africa, the Middle East, Asia-Pacific, and Latin America. Even with these last considerations, the European pharmaceutical industry has only a limited chance of entering the maturity phase of the cycle. The barriers to entry are so great that they choke any new entrant in almost every facet of operation: in research and development, in product distribution, and in compliance with rules and regulations. In fact, this industry has complex manufacturing capabilities which are hard to replicate, and are protected by way of patent, as well as huge consumer attachment to preferred brands from specific companies, often informed by experience. Furthermore Europe generic penetration is very low (less than 10% in total). Thus the industry might remain in the growth phase for a considerable time.

Tablets vs. Textbooks

During the 21st century, humans have developed the scientific technologies more rapidly than ever before. And the way of their lives is also changing according to the change of new technologies. Nowadays, we can easily see the people who are holding tablets with their hands around our place. A tablet is simply a mobile computer that is small, portable, and easy to use with just two fingers. Since it has been recognized for its usefulness and utility, many students study and do their homework with tablets. As tablets have become more prevalent, a new debate has formed over whether schools should replace print textbooks by tablets.In fact, many schools and states have begun transitioning from the paper textbooks to digital learning environments, â€Å"California launched a free digital textbooks initiative in 2009, and West Virginia replaced social studies print textbook purchases with digital textbooks† (FCC). However, there are some people who disagree with the idea of using t ablets in school. The opponent of tablets’ argument is that tablets can have a bad influence on student’s education in a way that it can distract student’s attention and contribute to an eye strain. I would argue that the positive aspects of using tablets in school outweigh the negative.The recent research has shown that tablets help students learn more materials faster, â€Å"Technology-based instruction can reduce the time students take to reach a learning objective by 30-80%, according to the US Department of Education and studies by the National Training† (FCC 9). Actually, tablets can provide various methods of studying which are very distinguishable from paper textbooks. It is possible for tablets to explain the concepts with such as sound and video clips. Not only do these functions make studying interesting, but it would really help students improve their learning abilities.In my experience, I also had more fun when I was studying with a tablet. R ather than just reading printed texts, variety of contents a tablet provides helped me understand the concepts more easily and interestingly. Also, tablets can hold thousands of books on one device. Usually, when we are using the paper textbooks, the books actually take up much space of our place. However, if we are using tablets, we can eliminate the need for physical storage of textbooks and classroom materials. It is known that â€Å"The average tablet contains anywhere from 8 to 64 gigabytes (GB)of storage space. On the Amazon Kindle Fire, for instance, 1,000 books take up one GB of space† (Price), which implies that people don’t need to go to the library every time when they need a book to borrow. Since they can find and read almost every book they need on one device, it can reduce the waste of time finding the books and help students concentrate on their studies. Furthermore, there is one another important aspect of the fact that tablets can hold thousands of boo ks, which is that it can eliminate the need for carrying heavy print textbooks.Up until now, students carry lots of heavy textbooks in their backpacks when they go to school. Not only does it make them feel tired, but it could actually cause injuries. According to the US Consumer Product Safety Commission, it was recorded that â€Å"during the 2011-12 school year more than 13,700 kids, aged 5 to 18, were treated for backpack-related injuries† (Dallas). In contrast, a tablet only weighs 1-2 pounds, while the average weight of a student’s backpack is 15. 4 pounds (Dallas). When I was in high school, there were some students who didn’t want to carry the textbooks in their backpacks just because of its heavy weight.But, if they are told to carry a tablet instead of textbooks, I am pretty sure all of them wouldn’t resist doing it. Using tablets can also save some of the money purchasing from the print textbooks. For the print textbooks, there are printing, tra nsportation and warehouse costs. However, if we are using E-textbooks on tablets, we can yield tangible savings in these costs. In fact, it is reported that â€Å"E-textbooks can save schools between $250- $1,000 per student per year† (Electronista). With that amount of money saving per student, we can see that it would exceed the amount of expenditure on providing a tablet for each student.Similarly, using E-textbooks can also save our environment. Since all the print textbooks are made of paper, we have to cut down the trees to make a paper and ultimately print a textbook. Some statistical data has shown that A school with 100 teachers uses on average 250,000 pieces of paper annually. A school of 1,000 students on average spends between $3,000-4,000 a month on paper, ink, and toner, not counting printer wear and tear or technical support costs. (Williams) Indeed, we can see that we are using huge amount of papers in school and losing a lot of trees accordingly.But, if we ar e using tablets, it will lower the amount of papers teachers have to print out for the assignments and handouts, which will consequently help to save the environment. Furthermore, tablets help students better prepare for a world immersed in technology. Students will be able to develop their technology skills with tablets by simply doing homework, customizing the apps or making out presentation materials. In the present and near future, more jobs would require the worker’s high technology skill, since the tools that workers use is also rapidly developing and changing.According to the US Bureau of Labor Statistics, it reports that â€Å"Employment in computer and information systems is expected to grow by 18% between 2010 and 2020†. Therefore, students that learn technology skills early in their lives will be better prepared to pursue relevant careers later in life. However, there are some arguments that tablets can have a bad influence on student’s education. The argument that tablets have too many distractions for classroom uses has been considered to be one of the most important concerns we shouldn’t neglect.Indeed, there is a high possibility that students may pay attention more to the apps, games and websites instead of their teachers. But, if there’s the app for teachers that allow them to control all the devices in classroom, there will be no need to worry about students being distracted. Likewise, when I was in high school, students were not able to call with their phones within a school area. That was because the system in school blocked the student’s communication network, so we needed to go outside of school to make a call.Thus, in the similar way, schools may be able to block the distracting games and websites within the classroom. Another argument is that tablets are more susceptible to theft than print textbooks. It is reported that â€Å"In San Francisco, New York, and Los Angeles, robberies related to in ternet –enabled handheld devices have accounted for 50, 40, and 25 percent respectively of all robberies in 2012† (Associated Press). Since the electronic devices such as tablets are likely to be more expensive than print textbooks, there will be a high possibility for the danger of theft.Therefore, it will be very important to have a system that protects against the danger of tablet theft, if schools replace print textbooks by tablets. For the solution, schools may limit the use of tablets outside of school and let students keep their own tablets in their lockers. And in fact, there is already the app that can track down the location of its device, so it would help prevent theft from others. Through researching the both advantages and disadvantages of using tablets in schools, I could have found that there are  more advantages than disadvantages.Even though tablets have some distractions and are more susceptible to theft than print textbooks, those problems can be re solved with the appropriate school’s policy. Rather, we should focus on the positive influence that tablets can bring up on the students’ education. In fact, many students easily fall asleep in class while reading the textbooks, because the print textbooks are boring to read and the reading level of some of the textbooks is too difficult so that students sometimes cannot understand the important concepts.But, tablets can help reduce this kind of problems, because it can make learning fun and easy in a way of explaining the concepts. In print textbooks, it explains the concepts usually with bunch of written words, sometimes with pictures. Every page looks almost same if we don’t look carefully on the content of writing. In contrast, the way of tablets can explain some particular concept is countless. Unlike the print textbooks, tablets allow us customize its software in several ways.In that way, teachers can make their lectures more interesting and attractive for the students. Then, students will less likely to fall asleep during the class and learn more materials. In addition, students no longer have to carry bunch of heavy textbooks, if they can use tablets. Also, not only using tablets instead of textbooks can save money from the printing, transportation and warehouse costs, but it can also save our environment by reducing the amount of trees cutting down to make a paper.Consequently, I could have noticed from researching the topic that the positive effect of tablets on student’s education outweighs the negative. Tablets can effectively help students improve their learning abilities and creativities. Besides, it positively influences on the environment and students’ health problem. But still, many people tend to stick to traditional education system. As we are living in an era of rapid technological change, it is also important for the education system to change and evolve correspondingly.

Discrimination and Special Educational Needs

HOME BASED CHILDCARE CYPOP5 TASKS 1-3 TASK 1 (Produce an information sheet which outlines the following: the current legislation for home based childcare and the role of regulatory bodies. ) The current legislations are as follows: * Sex Discrimination Act (1975) This backed by the Equal Opportunities Commission and its aims is to make sure people are not discriminated against on the basis of their gender. * Race Relations Act (1976) which has been amended in (2000) This is to ensure individual are given a fair opportunity and the appropriate measures are put into place to achieve that goal. Education Act (1981) This brought a significant change in through the wishes of parents ‘rights’ so that children with disabilities could be educated in ordinary schools. * Public Health (Control of Disease) Act (1984 This explains in great detail the notification and exclusion periods for certain infectious diseases. * Education Reform act (1988) This brought about the process of th e (National Curriculum) in schools. * Education Act (1993) This made some very important changes to the Education Act 1981 and the law relating to children with special educational needs. These changes are now consolidated in the Education Act 1996. The Code of Practice and the SEN Tribunal were the major innovations as was the enforcement of strict time limits for completing assessments of special educational needs by Local Education Authorities. * Code of Practice for the Identification and Assessment of Children with Special Educational Needs (1994 which was revised in (2001) This is guidance specifically aimed at children who have Special Educational Needs (SEN) for the Local Authorities and the aim was designed to promote a high level of standards for all pupils through inclusive education. Reporting of Injuries, Diseases and Dangerous Occurrences Regulation (RIDDOR) (1995) Outlines certain incidents or accidents that must be reported by law; For e. g. A Fracture, other than to fingers, thumbs and toes. * Food Safety (General Food Hygiene) Regulations (1995) This is about Food Temperature control and general food safety; this is not yet applicable to childminders to register for although good hygiene practices must be adhered to. * Family Law Act (1996) Guidance relating to safeguarding children. * Disability Discrimination Act (1995) This was established by the Parliament for to ensure the rights of disabled individuals in the United Kingdom. * Education Act (1997) This combined all the Acts since 1944 into one Act. This entailed a full framework of identifying and assessing a child’s particular needs as set out in the (The Code of Practice) * Code of Practice for First Aid (1997) Gives guidance on detailed specification for trained First Aiders and First Aid Requirements. * Human Rights Act (1998) This came into force in (2000) and was set out by the European Convention on Human Rights, this outlines basic rights. (I. E. The right to life) * Protection of Children Act (1998) A Private members bill, which was introduced by Debra Shipley (MP) its provisions are designed to help strengthen procedures for vetting people who work with children. * Data Protection Act (1998) The Act covers any data about a living and identifiable individual and prevents confidential information being passed on without the individuals permission. In practice it provides a way for individuals to control information about themselves, in the case of children parents must give permission. * Special Educational Needs & Disability Act (2001) The act required schools, colleges, universities, adult education providers, statutory Youth service and local education authorities to make ‘reasonable provisions' to ensure people with disabilities or special needs were provided with the same opportunities as those who were not disabled. For e. g. wheelchair access if required Although was replaced by the Disability Discrimination Act 1995. * Care of Substances Hazardous to Health (COSHH) Regulations (2002) This deals with identification by risk assessment, control of exposure, health surveillance and incident planning, storage of cleaning fluids. * Health Protection Agency Act (2004) The Health Protection Agency is an independent UK organisation that was set up by the government in 2003 to protect the public from threats to their health from infectious diseases and environmental hazards and it does this by providing advice and information to the General Public, Health Professionals such as Doctors and Nurses and to the Local/National government * Children Act (2004) This Act's ultimate purpose is to make the UK better and safer for children of all ages the idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children. Every Child Matters’ 5 Outcomes are Identified: * Be Healthy * Stay Safe * Enjoy and achieve * Make a Positive Contribution * Achieve economic well-being * Childcare Act (2006) Introduced the Early Years Foundation Stage (EYFS) in England. TASK 2 (In order to operate a registered home base childcare service the following policies and procedures must be in place: accidents, ill ness and emergencies; behaviour; safeguarding; equal opportunities. ) Write a policy for each of the above, and write a procedure to explain how each of the policies will be implemented. policies and 4 procedures are required ACCIDENT POLICY The safety of your child is paramount and I will take every measure I can to protect your child from hurting themselves. My premises have been checked and they meet the EYFS Welfare Requirements for childminding outlined by Ofsted. I also regularly review, update and practice safety routines. As a registered childminder, I am legally required to have a valid first aid certificate. I can administer basic first aid treatment, and my first aid box is clearly labelled and easily accessible. It is stored in the kitchen. Parent contact numbers are with the first aid box. I hold written permission from parents to get emergency treatment for their child if it is needed If an untoward incident occurs I will follow the following process: ACCIDENT PROCEDURE * Comfort and reassure the child Carry out First Aid if necessary. * Call an ambulance if necessary and attend hospital with the child. * I will also contact you immediately if a serious accident has occurred or if a minor accident has happened will contact you once the child has settled down. Fill in an accident report sheet and give you a copy of this. * Inform Ofsted and get additional advice/support from relevant bodies. * Other children in my care will be looked after by another child minder Details are as follows Atia Begum or in exceptional circumstances where Atia is not available my sister Aisha Qamar will take over. * Ask you to keep me advised of your child's condition following an accident if we have had to seek medical attention ILLNESS AND EMERGENCIES POLICY There is no charge for any period of non-attendance due to childminder illness. Although Full fees apply for any period of non-attendance due to child or parent illness. Unwell children are welcome to attend their scheduled hours so long as they meet the following criteria, based on Ofsteds national standards. Your child is welcome to attend so long as he/she 1. Does not have a contagious or infectious illness 2. Has not had vomiting or diarrhoea within the last 48 hours 3. Has eaten within the last 12 hours. 4. Is not coughing. 5. Does not have a raised temperature 6. Is not restless, irritable or over-tired 7. Is not bunged up or congested, or has thick and permanent runny nose. ILLNESS ND EMERGENCIES PROCEDURE Children who are coughing may attend so long as the cough is non-productive and they are being treated with a cough medicine. Children with runny noses may attend if they are being treated with medicine to treat their cold. All medication required by the child must be signed for, prior to the child’s attendance. If a form is not signed, no medication will be administered. A signature is required for all medication administered during the child’s scheduled hours. If the child becomes unwell, or does not meet the above criteria during their attendance, it may become necessary to send the child home. If you are in any doubt about a child’s ability to attend childminding hours, please telephone to discuss. If the child is not attending, please give as much notice as possible. If the child is unwell but able to attend, please mention this when they are dropped off so that plans may be changed if required. If you are unsure about a child’s health, or if medication is required, please speak to the child’s doctor, health visitor or a pharmacist. BEHAVIOUR POLICY * Do not feed or play with the animals without permission. * Keep coats, shoes and belongings tidied away. * Always sit when eating, ideally at the table. * No aggressive behaviour, biting, hitting, calling names. * Do not pick up babies or toddlers. * Always wash hands after going to the toilet or touching the animals. No jumping on the furniture. * Always wash your hands before eating. * Flush the chain after using the toilet, and replace the lid. * Treat other children and adults with respect and good manners. Handle toys with care. * Always remove shoes when upstairs. * No running ahead when out walking. * Always ask permission before removing car seat belts or opening car doors. * Never hang toys or limbs out of car doors or windows. BEAVIOUR PROCEDURES The NCMA (National Child Minding Association) recommended method of dealing with ‘naughty’ behaviour is through a time out session lasting only one minute per year of age. This involves encouraging t he child to sit quietly until the period is over. No child will be smacked or excluded from the room. Ongoing disobedience will be brought to your attention so a suitable solution can be reached. If it becomes necessary to restrain your child (For example a temper tantrum by the road side) you will be notified in writing. Good behaviour will be rewarded and encouraged by the use of praise, certificates and gold stars. The house rules are laid down to help children know what is expected of them while within the childminding setting. These rules are for the safety of your child and the other children around them, as well as the house and pets. Your child will not be punished for breaking the rules but will be encouraged not to. Please help with this, even if you do not follow the same rules within your own home. SAFEGUARDING AND EQUAL OPPORTUNITIES Omar I wouldn’t put the Safeguarding procedure and Equal opportunities together, they need to be separated. The safeguarding policy needs ,more information in regards to what you would do if you suspected a child had been abused – recording, speaking to parents if appropriate, making a referral if necessary I have given you some information with this on. I understand that child abuse can be physical, sexual, emotional and neglectful, or a mixture of these. I must notify Ofsted of any allegations of abuse that are alleged to have taken place while the child is in my care. Signs of abuse can vary widely and require professional involvement, which is why all childminders and anyone who had regular contact with another person’s child, must be aware of child abuse and report any suspicions. Under the Child Protection Act I am required, by law, to keep a record of any accidents or injuries which occur within my care or outside of my care. I have accident report forms which I will complete for any injury which occurs in childminding hours, which will require your signature. I also require you to fill in ’existing injury forms’ for any bumps and bruises received at home. In addition to being an equal opportunities environment, no child will be turned away due to ethical background or religious beliefs. Every attempt will be made to respect any cultural beliefs and wishes. Children with disabilities are welcome, providing their needs can be catered for. Children within my childminding setting will be exposed to and educated about a wide range of different religious and cultural beliefs. This will be used to teach all children to appreciate cultural diversity and to respect the beliefs of others around them. It will also help children feel confident and proud of their own background, whatever it may be. As part of their voyage into equality and diversity, children will be encouraged to join in celebrations into other country’s culture, religious festivals,  charity events and their own family background. It is important to remember that equal opportunities are not about treating everyone the same, but to understand their differences with an open and tolerant mind. Children will learn through positive awareness that differences are good things and should be celebrated and respected. SAFEGUARDING AND EQUAL OPPORTUNITIES PROCEDURES As a registered childminder, I have an obligation to report any suspicious incidents or accidents to the relevant authorities following the Local Safeguarding Children Board procedures. I keep up to date with child protection issues and relevant legislation by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. I have a copy of and am familiar with the Local Safeguarding Children Board procedures. If I am concerned about a child’s welfare, I will contact the local authority, the NSPCC, NCMA or other relevant support services for advice, confidentially will be assured only when it is clear that there is no risk of harm to a child. The following numbers will always be to hand Ofsted (08456 404040) NCMA Information Line – for help and support for with all areas of childminding, including allegations of child abuse. 0800 169 4486 NCMA Legal advice line – offers free, professional advice to NCMA members on any legal problem related to their childminding business. (01253 777468) NSPCC child protection helpline – 24-hour helpline for people worried about a child (0808 800 5000) POLICY FOR ALLEGATIONS OF ABUSE AGAINST A CHILDMINDER As a Childminder working alone I may be vulnerable to allegations of abuse being made against me or another adult in my home. I will take precautions to protect myself from this happening by: * Ensuring all household members aged 16 and over are CRB cleared. * Ensuring all visitors to the house do not have unsupervised access to the children under any circumstances. * Ensuring, where possible, that no workmen/women are in the house during minded hours, unless it is to repair an emergency service or for health and safety reasons. Documenting every accident and incident that occurs whilst children are in my care, informing parents of such events and requesting them to sign my records. * Noting any noticeable marks on the children when they arrive and asking parents to inform me of any accidents that have occurred whilst outside my care. * Ensuring the children are within sight and/or hearing at all times according to the child’s age & stage of ability. * Keeping accurate records on each child. * However, if an allegation is made I will then follow the procedure detailed below in order to gain support and professional advice: Contact : The Local Authority Designated Officer (LADO) immediately to discuss the nature of the allegation and the appropriate action to be taken. 01274 434343 * Ofsted to advise them of the allegation 0300 123 1231 I will write a detailed record of all related incidents, including what was said and by whom, with times and dates. After seeking advice/approval from the LADO I will ask witnesses (if there were any) to also write a statement detailing the incident they witnessed and giving their contact details in case it needs to be followed up by the authorities. Task 3 Confidentiality and data protection are vital when running a home based childcare service. Write an explanation of the importance of both. * Confidentiality-privacy, discretion keeping information secret. * Data Protection Act (1998)- This is designed to prevent confidential and personal information being passed on without a person’s consent. This now includes not just information stored on computers but also on paper and screen, including photographs. It is paramount for me as a childminder to safe guard the children in my care from any form of vulnerability, in order to achieve this I must be highly vigilant in my approach, I should never discuss issues of children with different parents. * Password protect my computers * Have a secure locked cupboard where I can keep personal information about the children in my care. The ultimate manner in which to run a successful business is to be professional at all times, this is a key focus as this can not only endanger the children but can also give out the wrong impression to parents. In addition to having confidentiality this is expected on both sides, as there will be information I will be sharing with parents i. e. contract details, fees, contact details, my experience etc. This will be a mandatory requirement on both sides, although my primary goal is to keep the children safe and healthy by implementing the good practices that the NCMA recommend, which is to have a lockable separate business filling system that cannot be accessed by the rest of my family or other visitors to my setting.