Death Penalty Essay Example | Topics and Well Written Essays - 750 words - 2

Death Penalty - Essay Example The death penalty should not be used for the mentally ill or youths under the age of 18. Circumstances surrounding each individual case also need to be determined. The most important issue concerning the death penalty is the debate. This issue is far from settled either legally or socially in the United States. Many myths surround the death penalty. â€Å"Among the myths surrounding the death penalty are that it deters violent crime, that it costs less than life imprisonment, that victims’ families demand it, and that organized religion justifies and supports its use† (Catron and Stein-Holmes n.d.:4). If a murderer wants to commit a crime, their main thought is not about the death penalty. If this were the case, states like Texas, Oklahoma, and Virginia would see a decrease in capital offences. Timothy McVeigh would have blown up a Federal building in Iowa, not Oklahoma City. Murderers do not have the morals that a rational law abiding citizen have, which makes them think differently. The death penalty does not serve as a deterrent to crime. Although deterrent hypothesis still exist, they are only a hypothesis (Cloninger and Marchensini 2005:3). Research has not definitely proven the death penalty as a deterrent (Cloninger and Marchensini 2005:3). Another myth is the death pe nalty is cheaper than life imprisonment. The death penalty costs more than life imprisonment (Schaefer 2008:177). Another myth debunked is all families request the death penalty. Some family members do not want the death penalty. Finally not all religions demand the death penalty. An example of an anti-death penalty church is the Catholic Church. These myths should not be used to argue for the death penalty. The United States is the last Western country to implement the death penalty (Catron and Stein-Holmes n.d.:4). Of all execution reported, 92% happened in the United States (36 states/military/Federal government), China, Pakistan, Iraq, and Sudan (Schaefer

Final work Assignment Example | Topics and Well Written Essays - 2000 words - 1

Final work - Assignment Example Underwriting of the common stock will provide a clear insurance issued by the underwriter to Khan Unlimited that the common stock offered to the public and shareholders will be subscribed in a full amount. Underwriting is also a perfect option since it ensures that Khan Unlimited in case the common stock offered by the company are not subscribed by public to the degree, the share balance will be taken by the company. Additionally, the alternative is perfect since, the underwriter will have a lower net worth and the total obligation of the writer will not exceed 20 times the net worth of the underwriter. Consequently, the company chose the option since the alternative will undertake in guaranteeing the whole or section of the issued common stock as the public will not take the common stock. Therefore, the company will be relieved from the pressure of security marketing and market uncertainty. The underwriting option will help Khan Unlimited to fulfill the statutory guidelines of reduc ed subscription. The underwriting alternative guarantees the capital adequacy and helps the organization to raise capital. Subsequently, most investors believe in issuing securities when guaranteed by established underwriters. The underwriting will assure that there is quick sale of common stocks in the market. The underwriter will stimulate the industrial development and subsequently create opportunities in the nation. This option relieves the organization the uncertainty and risk of marketing the common stock. The underwriters have a specialized knowledge in the market. The underwriters offer valuable advice to Khan Unlimited when preparing the prospectus, floatation time, and security prices. The experts also offer publicity services to the organization which they are in agreement with. This option also assists in financing the new enterprise and expanding the existing projects. Khan Unlimited used this alternative in building the confidence of investors when

Factors in Financing Public Education

Factors in Financing Public Education Introduction to Public Education Public Education is about the development of each child as an individual and their abilities to benefit our societies. Colleges and universities are critical social enterprises that have operated largely unchanged for centuries. In recent years, however, the traditional models of higher education have struggled to respond to the demands of new consumer groups, rapidly evolving demands of existing stakeholders, and emerging technologies that fundamentally change historic assumptions about how, when, why and what people learn (Public Administration Review, 2015). Public Education in the United States means a free education for all students, which holds importance to families who are underprivileged but still deserve the right to education regardless of their religion, race or abilities. Education holds importance as our nation has strengthened because of what people know and can do. Public education has provided opportunity for advancement and made an economic difference for individual s, as The United States is a world leader in high school completion Eighty-seven percent of eighteen to twenty four year olds have completed high school (American Imperative, 2006). So, public education is a worthy investment for state government, with immense social and economic benefits. However, there still remains a high and low end of annual expenditures of counties within the states on education, as it is never equal. Improving education outcomes has been shown through studies to result in national saving of about seven billion dollars in public assistance, food stamps, and housing assistance. These are just a few examples of what the governments funds towards education can help reduce the funds needed in other areas. Also, with improved education society benefits when citizens are employed with higher earnings as it gives the government the ability to collect greater tax revenue. All of these factors contribute to why education holds importance for citizens as well as our gov ernment, but the lack of financial support is the issue of importance. Most believe the federal budget is of more importance to our government than the education of citizens, which is the only way we get knowledgeable citizens to run our government. Supporting Factor of Finances Spent on Public Education Nearly half of the K-12 education funding in the United States is intended to come from the states, drawn from a combination of income taxes, fees, and other taxes. This is why the public finances contribute to education, because without these funds the educational systems of each state would fail to exist. As an overall share of the total federal budget, federal spending on elementary and secondary education programs through the U.S. Department of Education account for less than three percent of the total federal budget. In the annual appropriations process, elementary and secondary education funding accounts for about five percent of discretionary funding across all federal programs. Early school funding litigation efforts generally focused on education equity, which sought the same level of per-pupil funding for every student in the state. Since the late 1980s, litigation has focused more on education adequacy, which seeks funding levels necessary to ensure that every student rece ives an adequate education. Defining what constitutes an adequate education as well as what resources are necessary to provide that level of education, have been central questions in the litigation (School Finance). For the past several years, we have been living through the most severe recession since the Great Depression, which has affected public education, not just through cuts to core programs, but through job losses that destabilize students families, cuts to other critical services that the communities depend on, and stress that pulls at the social fabric that unites us. Public Education is a public responsibility and must be a public trust. As used here, the term public education means education that is publicly financed, tuition- free, accountable to public authorities, and accessible to all students. It covers various types of public schools, including traditional schools, charter and magnet schools, vocational schools, and alternative schools. During the 1960s and 70s, th e federal government enacted a series of laws aimed at improving education for poor children, migrant children, students with disabilities, Native Americans, limited-English proficient children, and women and girls. These laws brought additional funding to public schools, along with new requirements to meet the special needs of particular groups of students. In recent years, the emphasis of state and federal reforms has shifted to improving public education for allstudents. The No Child Left Behind Act requires public schools to steadily raise achievement and to close the test score gaps that exist for minority, poor, and special needs students until one hundred percent of United States students are performing at the same high level. Schools that fall short of these goals must undergo a series of interventions. In summary, the growth of public education during the past two centuries has been fueled by high ideals about advancing the common good, but the realities of public schools h ave sometimes failed to live up to these ideals (Kober, 2007). Most taxpayers provide this subsidy because public education in their eyes is crucial to forming the public good. It prevents poverty as well as decreases the crime rate, and prepares young people for the work force, and fosters social mobility. The United States has changed dramatically since the early debates on the role of public schools and the role of the federal government in supporting and sustaining them. The importance of education for the common good has shifted from primarily local control to state and national control, with national attention from the Federal government and national organizations. Studies have shown that twenty five percent of most state budgets contribute to educational funding (Jenkins and Hill, 2011). States are one of the main funders of the nations public elementary and secondary schools, which provide grants to local school districts where entities are responsible for administering scho ols. However, the federal government provides only about ten percent of public school revenues. Although the funding numbers have increased, there is still a lack of federal dollars relating to the opposing factors. Opposing Factors of Finances Spent on Public Education Americans spend more to educate their children than the citizens of most other countries; in fact, only Norway spends more per capita on education. Yet when it comes to student performance, the United States ranks no better than average, resting directly in the middle of the pack of developed nations. Rising government debts and lack of improved student performance have led some to call for cutbacks in school funding. In recent years, skyrocketing state and federal debt levels have led some politicians to support cuts in the educational budget. Conservative politicians have vowed to eliminate the Department of Education ever since its creation, arguing that schooling is an issue for states and local governments to handle, and that tax dollars could be better spent elsewhere. Another strategy aimed at reducing government spending is the restriction of public employee union rights, particularly those of teachers unions. In 2011, Wisconsin governor Scott Walker introduced a bill that so ught to eliminate the right of teachers and other public employees to collectively bargain for their salary and benefits. This was presented as a way to reduce state costs and to help close the budget gap. Critics of the current public school system have argued that, despite massive education spending in recent decades, public schools are doing a progressively worse job of educating American children. For example, Washington, DC, boasts one of the highest per-student school funding rates, yet scores below average on student performance. Public school advocates point out that much of the current spending in the public school system goes toward administrative costs; if the federal and state governments reduced the number of regulations and policies that school districts are forced to follow, they assert, the money saved could be spent on improving the teacher-to-student ratio and purchasing necessary classroom supplies such as textbooks-areas proven to directly impact student performa nce (Gale, 2015). Assessment of Supporting and Opposing Sides of Public Education Funding In my research, I found that both of the supporting and opposing sides have arguable factors to their belief in whether or not public financing through the government is relevant and helpful in education. I believe that while both sides do show factual proof of evidence, I agree that finances should be used in the budgeting process of the government and states for education. Each citizen should be given full advantage of an education to broaden their future regardless of their financial situation. As the schooling systems receive funds, this allows an opportunity for supplies as well as facilities to be created and purchased to hold schooling and educational opportunities. The supporting and opposing factors are a result in the expenditures of tax dollars and revenues, which creates the combustion between the two parties. While it is hard to provide whether one argument trumps another, I feel that the supporting factors of government spending on education are pertinent to myself. Pub lic education specifically relates to myself because if it were not for the opportunity to receive a free education through my local government, my parents would not have obtained the ability to send me to receive a higher education; college. Also, in the supporting factors is stated the factual evidence that education improves the communities as well as lowers things such as crime rates which is of importance to our common wealth and good. The federal and state debt levels have led to politicians deceiving beliefs in education as well as their support in reducing the federal budget for them. This has led to controversy about whether the issue should be left to state and local or federal government when it comes to the financial standpoint. If education is what entails a citizen being equipped for their desired field, then I do not see why limiting the money for a skill needed for employment would even be an option. If the federal government is limited in the education department, t hen that includes the omission of federal student loans to only private loans. Federal government has to rebuild their education funding. Conclusion As the federal debt is increasing, I agree that the federal government has to budget accordingly in the educational department. In suggestion, federal loans for education should be limited, which would reduce the amount of college debt in America, which has recently exceeded the amount borrowed on credit cards. As there is much insight to what should occur in the governments action, opinions of citizens persist. It is made clear in the arguments that government funds are needed in order for education to occur as the state funding and grants are not enough. Education is important for all citizens because even the intelligent kids should be given the opportunity to receive a diploma in order to share their ideas in corporations or even a government position in their future. As there is the opposing factor that although all these funds poor into the school systems of lower level income areas, the testing scores still remain low which cause confrontation between the supporting and opposi ng parties. This occurs in every school system, as there are students with lower motivation in private schooling where their education is paid for by their parents and not the government. Government funds are also used to provide an income for what I think is one of the most important occupations in the United States, which is the career of teaching. Teachers often use their own funds to provide school materials, or to make the classroom environment more collaborative and energetic for students, but they are argued against as some citizens think they should no receive pay. While much of a schools budget is believed to be spent on the administration, there are other things that play into the factor of finances such as the cost of a new gymnasium facility to keep the students healthy, art room and supplies to allow creativity, books for the knowledge and development of the brain, as well as a playground for the enjoyment of being a kid. A parent with three children and a $20,000 salar y per year should not have to fight for their child a free education just because of their circumstances. I believe that government should require the local and state governments to pour their tax dollars into an education because it overall creates a better place. Public Finance plays into the issue because the collection of taxes is used for the public good in which this case, the public educate is the good. I am in support of government financial support in funding education, and firmly believe that it distributes good to our society through its outcome. References (2016, September 26). Speak Your Mind: Challenges Facing Higher Education. Retrieved March  08, 2017, from https://publicadministrationreview.org/speak-your-mind-challenges-facing-higher-education/ (2006, April 27). An American imperative: Public education. Retrieved March 06, 2017, from  http://www.centerforpubliceducation.org/Main-Menu/Public-education/An-American-imperative-Public-education School Finance. (n.d.). Retrieved March 06, 2017, from  http://www.edcentral.org/edcyclopedia/school-finance/ Kober, N. (2007). Why We Still Need Public Schools. Retrieved from  http://files.eric.ed.gov/fulltext/ED503799.pdf Jenkins, C. J., Hill, M. H. (2011). Role Of Federal Government In Public Education: Historical Perspectives. Retrieved March 06, 2017, from  http://lwv.org/content/role-federal-government-public-education%C2%A0-historical-perspectives Gale (2015). School Funding. Opposing Viewpoints Online Collection, Accessed 6, Mar. 2017. Retrieved from Opposing Viewpoints in Context,  link.galegroup.com/apps/doc/PC3010999078/OVIC?u=uscaikenxid=48e25cca.

Religion Versus Government Essay -- Religion

Over two thousand years after Aristotle’s said, â€Å"There are two parts to a good government; one is the actual obedience of citizens to the laws, the other part is the goodness of the laws which they obey,† (Frank 328) his words still rings true in modern societies. America is full of opinions and various ideas, but the government itself is steady. The leaders and key decision makers on the other hand are not. These people, who are entrusted with the responsibility of running the government, often use this power to thrust their personal opinions into the laws the citizens must abide by. Thus their choices bring turmoil within the country. A common difference among Americans is people’s spiritual and heavenly belief. Some call it religion and others call it a lifestyle. The passion people feel for each of their personal experiences and the integral part it plays in people’s lives makes it an complicated to fix. This fissure between religion and gove rnment causes a conflict in society, it halts progress, causes unnecessary deaths and it creates a gaping crevasse that splits the United States of America at its very heart. Christianity, Muslim, Islam, Atheism, and many other religious beliefs are practiced in the United States of America. Each of these religions has its own doctrines that guide its followers, producing disagreements on many important issues. For one, the â€Å"War on Terror† is a major source of conflict. It a massive clash between Iraq’s Muslim nation and America’s Christian nation. It began when on September 11, 2001 an Islamic religious terrorist group called Al Qaida hijacked two American planes and crashed them into the World Trade Centers in New York. In response, â€Å"’Born-again’ Christian, George W. Bush, ha... ... 16 Mar. 2012. Web. 30 Apr. 2012 . Poole, Shelia M. "Catholics Upset by Federal Health Insurance Mandate."  | Ajc.com. The Atlanta Journal-Constitution. 1 Feb. 2012. Web. 30 Apr. 2012 . Samuels, Dorothy. "Back to First Principles on Religious Freedom." New York Times. 25 Feb. 2012. Web. . Stiglitz, Joseph E. and Linda J. Bilmes "The True Cost of the Iraq War: $3 Trillion and beyond."Washington Post. The Washington Post, 5 Sept. 2010. Web. 1 May 2012 .

Abortion: Notecards Essay

1) Who’s having abortions (age)? 50% of women obtaining abortions in the U.S. are younger than 25: Women aged 20-24 obtain 33% of all abortions; Teenagers obtain 17% and girls under 15 account for 1.2%. 2) Who’s having abortions (race)? While white women obtain 60% of all abortions, their abortion rate is well below that of minority women. Black women are more than 3 times as likely as white women to have an abortion, and Hispanic women are roughly 2 times as likely. See more: Defining research problem and setting objectives Essay 3) Who’s having abortions (marital status)? 66% of all abortions are performed on never-married women; Married women account for 18.4% of all abortions and divorced women obtain 9.4%. 4) Who’s having abortions (religion)? Women identifying themselves as Protestants obtain 43% of all abortions in the U.S.; Catholic women account for 27%, Jewish women account for 1.3%, and women with no religious affiliation obtain 23.7% of all abortions. 18% of all abortions are performed on women who identify themselves as â€Å"Born-again/Evangelical†. 5) Who’s having abortions (income)? Women with family incomes less than $15,000 obtain 28.7% of all abortions; Women with family incomes between $15,000 and $29,999 obtain 19.5%; Women with family incomes between $30,000 and $59,999 obtain 38.0%; Women with family incomes over $60,000 obtain 13.8%. 6) Why women have abortions 1% of all abortions occur because of rape or incest; 6% of abortions occur because of potential health problems regarding either the mother or child, and 93% of all abortions occur for social reasons (i.e. the child is unwanted or inconvenient). 7) Likelihood of abortion: An estimated 35% of all women will have at least 1 abortion by the time they are 45 years old. 47% of all abortions are performed on women who have had at least one previous abortion. 8) Abortion coverage: 67% of all abortion facilities offer at least some abortion services after the 12th week of pregnancy. 9 in 10 managed care plans routinely cover abortion or provide limited coverage. About 14% of all abortions in the United States are paid for with public funds, virtually all of which are state funds. 16 states (CA, CT, HI, ED, IL, MA , MD, MD, MN, MT, NJ, NM, NY, OR, VT, WA and WV) pay for abortions for some poor women. Facts about risks: 9) FUTURE ECTOPIC PREGNANCIES: * Studies point out that the risk of an ectopic or tubal (not in the uterus but in the tubes that lead to the uterus) ;pregnancy is 30% higher for women who have had one abortion, and up to four times higher for women with two or more abortions. * When a woman has an Ectopic pregnancy she has a 12% risk of dying in a future pregnancy. 10) PELVIC INFLAMMATORY DISEASE (PID): * 5% of women suffer PID following induced (or surgical) abortion. PID can lead to fever and infertility (not being able to get pregnant again). * There is a 23% higher risk of infection if you have an STD (Sexually Transmitted Disease). * 40% of the sexually active are suspected carriers of STDs. 11) BREAST CANCER: Reputable studies suggests that women who abort face a 50% increase in breast cancer. If the woman has a family history of breast cancer, this rate doubles with each successive abortion, if the woman is under 18 or over 30 years of age when the abortion takes place. 12) ABRUPTIO PLACENTA: Abruptio Placenta is a condition in pregnancy where the sac holding the baby (the placenta) tears away from the uterine lining. This can result in extreme and severe life-threatening bleeding. Women who have experienced abortion have a 600% increase in their risk for Abruptio Placenta in future pregnancies. 13) INFERTILITY: Infertility and sterility mean that a woman cannot get pregnant. Abortion causes sterility in 2-5% of the women who have an abortion. 14) PSYCHOLOGICAL/EMOTIONAL TRAUMA: 50% of women who have had abortions report experiencing emotional and psychological problems lasting for months or years. 15) Fact: Laws restricting teen access to abortion are coercive. Laws in 46 states and the District of Columbia allow mothers who are under 18 to place their children for adoption without involving their parents, but many of those same states require parental notification or consent before these young women can obtain abortions. 16) Fact: Each year, one million American teenagers become pregnant, and 78% of these pregnancies are unintended. Four in every five Americans begin having intercourse before age 20. Many of the youngest women in this group (70% of those age 13 or under) report having had sex forced on them. By the time they turn 20, about 40% of American women have been pregnant at least once. * Statistics: * Nearly 1 in 4 (22%) of pregnancies end in abortion * 50% of women now seeking abortion have had at least one previous abortion. * The U.S. abortion rate is among the highest of developed countries. * 51% of abortions are performed on women less than 25 years of age.

Hershey’s Entry Into Turkey

Turkey is a country poised between Asia and Europe. This country of 71 million people is crucial to economic developments as it lies between producers and consumers, supply and demand. While seen as a bridge between the East and West, this majority Muslim country is also torn between both worlds. Its secular government has a long history of struggles between those who feel their country’s identity lies in the Middle East, those who desire full accession to the European Union (EU), and all those in between. The Turkish government’s main foreign policy goals are to make Turkey an integral part of the European Union The Turkish government has, in recent years, worked on reforms to liberalize Turkey’s trade relationships and open its markets. Turkey’s main export commodities are apparel, foodstuffs, textiles, metal manufactures, and transport equipment. Its main export partner is Germany, who receives 11. 3% of Turkey’s exports, followed by the United Kingdom, Italy, the United States, France, and Spain. On the import side, it receives the most products from Russia, at 12. 8% of total imports, followed by Germany, China, Italy, France, the United States, and Iran. Turkey’s trade with Iran, the other great economic power in the region, is of special interest to those in the United States and elsewhere who are concerned about Iran’s intentions and Turkey’s ability to hedge against Iran in the region. Turkey has a dynamic and complex economy that has seen strong growth since a devastating economic crisis in 2001 but still faces several major vulnerabilities. The country has used its mindset of modernization to develop competitive commerce and industries in the country, yet struggles to maintain equity between the urban and rural areas. An exceptionally high 35% of its population is still employed in the agricultural sector (compare to 2. 8% in Germany, 8. 5% in Russia, 0. 6% in the United States, etc). The country has seen decreased inflation and strong economic growth in the last five to seven years, largely due to renewed investor interest in emerging markets, tightened fiscal policies, and International Monetary Fund backing. Its economy, however, is still vulnerable because of high external debt and a high current account deficit. Despite strong growth, Turkey’s economy is still relatively small in comparison to its main trading partners. Comparisons can be made by examining countries’ gross domestic product, which is the value of all final goods and services produced within a nation in a given year. In 2007 Turkey had an estimated GDP of $667. 7 billion, with a GDP per capita (purchasing power per individual) of approximately $9,400. The United States, the largest economy in the world and one of Turkey’s major trading partners, had an estimated GDP in 2007 of $13. 86 trillion, with a GDP per capita of $46,000. Three of Turkey’s other main trading partners are Germany, Italy, and France. Germany had an estimated 2007 GDP of $2. 33 trillion, with GDP per capita at $34,400; Italy had a GDP of $1. 8 trillion, with GDP per capita of $31,000; and France had a GDP of $2. 067 trillion, with a GDP per capita of $33,800. Thus, while large in comparison to its neighbors (Armenia, GDP $16. 83 billion; Greece, GDP $326. 4 billion; etc. ), Turkey still has much room for growth and competitive development in co mparison to its major trading partners. When compared to Turkey, The people of France are among the healthiest, wealthiest, and best-educated people in the world. The country is highly urbanized with more than 75 per cent of the people living in cities. The French are known for their sophistication, their culture, the beauty of their spoken language, and their diverse accomplishments in literature, arts, and sciences. Even French cuisine and apparels have long been a source of national pride. The economy of France is one of the highly developed economies in the European Union (EU). The country is the leading manufacturer of goods such as automobiles, electrical equipments, machine tools, and chemicals. Apart from this, France is also the European Union's most important agricultural nation and ships cereals, wine, cheese, and other agricultural products to the rest of Europe and the world. However, today, the economy in France is determined by services industry, which includes banking, retail and wholesale trade, communications, health care, and tourism. With its culture, France has been able to influence the entire Western world, particularly in the areas of art and literature. French literary and artistic contributions during the Renaissance and the Age of Enlightenment deeply influenced the path of Western cultural development. It was during the Middle Ages that France attained cultural prominence in Europe. The 16th, 17th, and 18th centuries saw many of Europe's most talented artists and artisans being attracted to Paris. The 20th century was considered to be the ‘cinema era,' with French cinema assuming a leading world position, particularly in the 1960s. World-renowned French cultural figures include philosophers, writers, painters, sculptors, architects, composers, playwrights, and film directors. Based on the country analysis, it is clear that Turkey is a market whose economy is rapidly growing, and the government of Turkey’s new foreign trade policies are open market business friendly. Kraft has been aggressively pursuing to enter the French market by acquiring Cadbury by preparing to bid as much as 18. billion. Given this high competition in the French market and the possible over load of the market with Kraft’s products, it would not be of Hershey’s best business interest to compete and enter into the French Market at this time. Therefore, I recommend that Hershey should enter the markets of Turkey first before it ventures into opportunities in France. This means, pop ular companies such as Hershey can take advantage of the new open market policies of the Turkish government to explore entrepreneurial opportunities to deploy its popular products. One of the Entrepreneurial opportunities to explore is to expand product platforms that suite the local market and strengthen the route to market through local partnerships and acquisition. I would recommend exporting as an initial market entry approach followed by joint ventures and contract manufacturing. Reference: 1. Country Analysis Report – Turkey. August 2009. Market Research. com 2. www. economist. com Country briefings – France 3. France24. com. Jan, 2010. Hershey eyes $ 17. 0 billion bid for Cadbury.