U.S. States With No Income Tax

While individuals and businesses in all 50 states pay federal income tax, residents in 41 states also pay state income tax. Seven states have no state income tax  at all: Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming. In addition, the states of New Hampshire and Tennessee tax only the interest and dividend income of their residents gained from financial investments.   Of particular interests to retired persons or those nearing retirement, while federal taxes still apply, there is no additional state income tax on Social Security benefits, withdrawals from IRAs and 401(k)s, and payouts from pensions in these nine states. State income tax is typically based on the taxable income or adjusted gross income reported on the taxpayers annual federal income tax return. Key Takeaways The states of Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming do not tax the incomes of their residents.The states of New Hampshire and Tennessee tax only income from interest, dividends, and financial investments.Due to the needs of these nine states to provide services and maintain infrastructure, other non-income taxes, such as sales taxes, property taxes, and fuel taxes can be higher than in states with income tax. Not Always Cheaper to Live There The fact that a state does not have an income tax does not necessarily mean that its residents pay less in taxes than residents of states with an income tax. All states must generate revenue and they do so through various taxes including income taxes, sales taxes, property taxes, license taxes, fuel taxes, and estate and inheritance taxes, just to name a few. In states without state income tax, higher sales, property and other assorted taxes can exceed the annual cost of a state income tax. For example, all states except Alaska, Delaware, Montana, New Hampshire, and Oregon currently charge sales tax. Food, clothing,  and prescription drugs are exempt from sales tax in most states. In addition to states; cities, counties, school districts, and other jurisdictions impose real estate and sales taxes. For cities that do not sell their own utilities, like electricity and water, these taxes represent their main source of revenue. Still, it is worth noting that during 2006 and 2007, the seven states with no income tax whatsoever, Alaska, Florida, Nevada, South Dakota, Texas, Washington, and Wyoming, led the nation in net population growth. However, the nonpartisan  Center on Budget and Policy Priorities has reported  that a states income taxes have little influence over whether people ultimately decide to live there. How Do These States Get By Without Income Tax? Without revenue from income tax, how do these states pay for the basic functions of government? Simple: their citizens eat, wear clothes, smoke, drink alcohol, and pump gasoline into their cars. All of these and more goods are taxed by most states. Even states with income tax tend to tax goods and services in order to reduce their income tax rates. In states without an income tax, sales taxes and other fees, such as vehicle registration fees, tend to be higher than in states with income tax. For example, Tennessee, where only investment income is taxed, has the highest sales tax in America. When combined with local sales taxes, Tennessee’s 7% state sales tax results in a combined effective sales tax rate of 9.45%, according to the independent and bipartisan Tax Foundation. That’s more than twice the combined sales tax rate in tourist-laden Hawaii. In Washington, gasoline prices are usually among the highest in the nation, largely due to its gasoline tax. According to the U.S. Energy Information Administration, Washington’s gas tax, at 37.5 cents per gallon, is the fifth-highest in the country. Non-income states of Texas and Nevada also have higher-than-average sales taxes, and according to the Tax Foundation, Texas also has higher-than-average effective property tax rates.   And So, Higher Costs of Living for Some Those extra taxes help to result in higher-than-average costs of living in some of the non-income tax states. Data from the independent Center for Regional Economic Competitiveness, Florida, South Dakota, Washington, and New Hampshire all have higher than the median costs of living than in most states with an income tax. So the bottom line is that there is just not enough concrete evidence to say whether or not it is really cheaper to live in a state with no income tax.

Cyberbullying And Its Effects - Free Essay Example

Sample details Pages: 9 Words: 2803 Downloads: 4 Date added: 2019/02/15 Category Society Essay Level High school Tags: Bullying Essay Cyber Bullying Essay Did you like this example? Cyber bullying is, in the simplest terms possible, communication of a harmful and repeated nature by an individual against another made possible through web-based avenues (Fousiani, Dimitropoulou, Michaelides, Van Petegem, 2016). Research on the phenomenon indicates that as a social problem, cyberbullying follows the same demographic pathways as traditional bullying. In other words, it manifests primarily as discrimination along the lines of race, gender, physical attributes like weight, and other elements that constitute—in the eyes of the majority—a sense of social or cultural otherness (Fousiani et a., 2016). Don’t waste time! Our writers will create an original "Cyberbullying And Its Effects" essay for you Create order In that respect, the demographics that are susceptible to traditional bullying constitute the at-risk population for cyber bullying. With the post-millennial generations being termed as digital natives, cyber bullying as a problem has, in the recent years, manifest in very young demographics—including children in elementary school—because of their conversance with digital appliances and the internet. To that effect, cyber bullying is a problem across a very broad generational spectrum; the entire world demographic aged 40 and below qualifies as a high-risk demographic for the problem. Even so, statistics in the United States, and the state of California to be specific, indicate that younger populations in school, that is, college students and younger, comprise the cohort most bedevilled by this issue. According to a 2015 survey of California by kidsdata.org, one in every five students in grades 7 upwards as well as those in non-traditional programs have been cyber bullied (Student bullying, 2018). It is estimated that around 30% of school-going youth in the United States are bullied in general and around 20% of them are cyber-bullied (Student bullying, 2018). Cyber bullying is reported to be higher in girls than boys across all the socio-cultural/economic demarcations, that is, race/ethnicity/national origin, religion, and sexual orientation. Children from the LGBTQ community as well as those with disabilities stand a much higher risk of being bullies on various web-based platforms according to kidsdata.org (Student bullying, 2018). Cyber bullying, as is the case with bullying, is a serious national and global problem. In the United States, there is overwhelming evidence connecting cyber bullying directly to depression and anxiety disorders, low academic achievement, substance abuse in adulthood, physical-psychological health issues like bulimia, and even suicide (Student bullying, 2018; Laer, 2014). Studies indicate that youth who bully others on social media stand a higher risk of (or are already) battling depression and are likely to commit suicide or engage in delinquent behavior (Student bullying, 2018). It comes as no surprise, therefore, that over the past ten years during which social media has grown to dictate the 21st century socio-cultural landscape, cyber-bullying and the problems has risen (Bannink, Broeren, van deLooij, de Wart, Raat, 2014). Overall, the facts and statistics above reveal that cyber bullying is a national problem and that the state of California needs to take more action and refine its policy framework with specific regard to the issue. Analysis of Policy Approaches, Legislation, and Research Cyber bullying, though currently being address, it is need of greater attention and policy focus. Attention paid to bullying policy across the United States in general California to be specific reveals a robust legal framework to combat the issue. The Every Student Succeeds Act (ESSA) enacted in 2015 address bullying under the overarching mandate of the No Child Left Behind policy (Every Student Succeeds Act, 2018). In California, as is the case with most states, there is no antiharassment law specific to cyber-bullying. Even so, the California Education Codes 200 to 234, codes 32260 to 32283, and codes 48900 to 48900.9 all address the issue of bullying and, in that regard, prompt schools to cover cyber bullying accordingly (California anti-bullying, 2018). Policy Approaches Employed to Combat the Issue As indicate above, there are currently no specific laws targeting cyber bullying. However, there are several safeguards who umbrella functions cover the issue as explained below: School-based bullying frameworks. All schools that receive federal funding are bound by state law to address and report discrimination on all matters on bullying (California anti-bullying, 2018). The success rate of these school-based interventions, as is the case will all other umbrella policies, cannot be accurately indexed. There is evidence to suggest that there is need for a more precise cyber bullying-specific framework of policy actions to adequately target the matter. For instance, race-based bullying and cyber bullying was reported to be twice as high in African American children. In the same vein, roughly 50% of all students in the LGBTQ community reported bullying on the basis of their sexual orientation (Student bullying, 2018). Even though it is not possible to quote statistic on the exact extent to which school-based interventions in California are underperforming, it is evident from the above fact that they are not working up to par. Critical protections under the ESCA. Under the Every Student Succeeds Act, the state of California has established federally standardized critical protections for disadvantaged and high-needs students in the United States (Every Student Succeeds Act, 2018). The statute does not actively bar cyber bullying but it minimize the bases upon which the act can be perpetrated, hence limiting the susceptibility of students in high-risk populations. The provisions of the ESSA for bullying protection are, as in the case above, quite narrow and limited to the realm of education. By and large, it is justified to argue that the ESSA actively protects children against cyber bullying only in the context of school and when the problem manifests around matters of learning such as educational performance. Holfeld and Grabe (2012) posit that since students are offline during most of the time they spent at school, it is much harder for policymakers to institute cyber bullying laws within a school framewo rk. In light of these fact, it is justified to say that the ESSA is also doing far less than what is needed to effectively combat cyber bullying. Evidence and place-based interventions. The state of California, in line with the ESSA, is currently establishing evidence-based and place-based interventions in conjunction with leaders in local social policy and education. It is these steps that have incubated and birthed ideas like Promise Neighborhoods which function to improve the social wellbeing of demographics protected under the ESSA. Notably, improving environments undermines the potency of social spaces as anchors for cyber bullies (Every Student Succeeds Act, 2018). Evidence-based interventions generally have a community focus. In that respect, they are focussed on re-constructing the socio-economic environment from which victims originate. In so doing, they fortify the children against the functionality of their backgrounds as a basis upon which they may be bullied. However, it takes little effort to see that the cradle-to-career solutions, grants, and increasing the capacity of eligible entities (such as Indian tribes) does not directly target cyber bullying in particular or even bullying in general (Every Student Succeeds Act, 2018). An analysis of the three intervention examined casts in strong light the fact that California and the United States in general lacks robust policy for bullying, let alone cyber bullying. Admittedly, there is a very impressive network of policies and policy action against social discrimination in schools. It holds right to posit that schools have been approached as the principle social institutions and anti-discriminatory policy developed around them. The establishment of laws against discrimination in schools very generally addresses the subject of bullying and, by association, the issue of cyber bullying (California anti-bullying, 2018). Understandably, the total absence of a focussed and comprehensive anti-cyber bullying law continues to show in the failure of the existing safeguards, since the numbers of children who are suffering under the problem continue to ran high. It is important to point out in concluding this sub section that there are no designated institutions against cyber bullying in California. The California Department of Education is charged with carrying out these functions and, on its webpage, has a provision â€Å"Bullying and Hate-Motivated Behavior Prevention† (California anti-bullying, 2018). This fact further underscores the absence of a designated institution, justifying existing views by researchers such as Barlett Coyne (2014) who state that the exact nature of cyber bullying as a problem is not understood, leaving to the underestimation of the problem. As existing social institutions like the police and school departments continue to handle a problem for which they are not accurately configured, emerging issues in cyber bullying are prompting further research leading to more unrest in the realm of policymaking. Hence, it is necessary to examine the new policies on bullying in California and the United States in gene ral to see their impact on bullying. Recent Legislation to Against Cyber Bullying in California The latest development in California’s anti-bullying legislation framework is Seth’s Law. Enacted in 2012, the policy is not a stand-alone law but is, instead, a legislative framework to strengthen existing anti-bullying codes. It is named after Seth Walsh, a gay student from Tehachapi, California who, having endured anti-gay bullying since the 6th grade, finally took his life at the age of 13 in 2010 (New tools, 2018). Various news sources indicate that a significant proportion of the bullying that Seth endured came from online platforms. Correspondingly, the primary demographic of focus for the formulation of Seth Law comprises students from the LGBTQ community (New tools, 2018). Nonetheless, individuals who are at risk of bullying due to their race or disability are well covered under Seth’s Law. The law, as stated under the Education Code Section 234.b1(b)(1), states that â€Å"â€Å"If school personnel witness an act of discrimination, harassment, intimidation, or bullying, he or she shall take immediate steps to intervene when safe to do so† (New tools, n.d.). The policy requires school districts to do the following: Assume a very firm position on anti-bullying, with a policy that categorically indicates the prohibited bases for harassment with specific emphasis on sexual orientation and gender expression/identity. Devise a means through which complaints on bullying will be received and processed; it is decreed that school personnel intervene the instant they witness bullying. Further information on this statute is to be found in the Education Code Section 234.1(b) (f). Publicize the anti-bullying policy and complaint process, including posting the policy in all schools and offices. This article is further explained in the Education Code Section 234.1(c) (d). Publicize the policy devised on bullying and specifically post it in all relevant offices in all schools across the district—more details are to be found in the Education Code Section 234.5. Post materials to guide bullying victims on the school district website (New tools, n.d.). It is important to first point out that the law is very much justified in the wake of all the discrepancies that anti-bullying policies in California have displayed over the past decades. By effectively sealing some of the holes on school district code on bullying, Seth’s Law is evidently tightening the grip of the law around bullying in schools. Ironically, it is in this focus of the law that its inherent weaknesses lie; Seth’s Law does not do anything new and, worse still, fails to address cyber-bullying as a unique and grossly under-addressed domain of harassment both in and out of schools. Having ascertained the limits of Seth’s Law—and keeping in mind that it is not entirely a new policy but a reparation framework for the shortcomings of extant anti-bullying codes—it is completely justified to posit that the demerits of the statute are virtually the same as those outlined in the earlier parts of this paper. To reiterate these facts, the policy fails to directly and concisely address cyber-bullying. Worse still, it does little, if nothing at all, to examine the element of cyber-bullying outside the province of the school administration (New tools, 2018). With scholars such as Cassidy, Brown, and Jackson (2012) indicating parents’ concerns for cyber-bullying outside of school, it is completely justified to argue that Seth’s Law will have a negligible impact in curbing the harassment of children online. If the statistics from the 2014-2015 kidsdata survey are anything to go by, the policy is failing to address the matter and will probab ly continue to do so (Student bullying, 2018). Advocacy Strategy The correct advocacy strategy must have the following elements: Acknowledge cyber-bullying as a unique and growing problem within the sphere of harassment; Devise solutions and use instruments with specific regard to the cyber element of bullying; Have a scope of advocacy that far transcends the school environment, a feature that is informed by the infallible view that cyber-bullying occurs as much within the school as it does outside (Ciucci Baroncelli, 2014; DePaolis Williford, 2015). Advocacy Strategy Goals The following aims will direct action within the advocacy framework being proposed: To shed light and demarcate cyber-bullying as a semi-autonomous category of bullying that circumvents most of the parameters installed in and outside of schools to prevent harassment. For instance, it is virtually impossible for teachers and other relevant parties in schools to spot cyber-bullying and deal with it in accordance with the Education code and Seth’s Law. To provide tailored policy instruments to identify, define, and, where possible, categorize cyber-bullying. To program effective and long-term policy solutions for cyber-bullying that will transcend the borders of the school environment and protect students in spaces other than school in accordance with the dictates of the Every Student Succeeds Act (ESSA). Advocacy Strategy Requirements It important to start this section with emphasis on the fact that the advocacy strategy in focus is, in effect, a social policy. Hence, in order to achieve the three cardinal objectives above, four primary needs, all within social policy formulation, must be met. These are outlined below: Fiscal support. The undertaking of this advocacy strategy is both time and capital-intensive. Every single one of the steps explained below requires funding. Hence, it is necessary for the advocates to have fiscal support. It is postulated that the money can come from donations and grants by charitable and affiliate organizations. Research and design. In order to present an air-tight presentation without any flaws, it is necessary to engage in research on why the strategy being proposed is justified. In the wake of this research, the findings must be compiled and presented as a logic plan. The projected plan for this advocacy strategy is as follows: Activities Participation Short-term Mid-term Long-term Investments What to do Whom to reach Short-term results Mid-term results Long-term results Inadequacies in the existing anti-bullying policy framework in the state of California Collaborative partnerships with non-school community entities such as clubs in order to establish anti-cyber bullying knowledge and awareness outside of the school environment. School administrations to enforce ESSA mandate. Expertise on policy enforcement under the ESSA. Collaborate with schools Collaborate with community clubs Develop outreach and awareness programs within affected cohorts Devise means for parent engagement e.g. through community meetings. School districts Communities; both general demographics and ethnic/racial or gender/disabled groups Ultimately, individual children via smaller social units especially families and peer groups Development of working partnerships between the parties mentioned in the preceding sections. Better knowledge of community-level needs for the entrenchment of the proposed policy Understanding of how the policy works within ESSA and education code parameters. Improved community and state engagement on cyber-bullying Enhanced school and community functioning on cyber-bullying Established and fully functional mechanisms for monitoring, addressing, and preventing cyber-bullying. Improved school and community management of cyber-bullying. Logic plan for proposed advocacy strategy Appraisal from and the approval of institutions catering to the target demographic. Schools and other institutions that generally handle the population in focus—everyone under the age of 18—should examine the plan and approve it in order for it to be forwarded. The provisions of the strategy must mirror the desire and aims of the institutions’ anti-bullying efforts and policies. A platform for presentation and engagement with policy-makers. A meeting or forum will be set up whereby the top policy-makers for the state will engage the advocates on any matters of the policy that may be unclear from scope of coverage, costs of implementation, to compliance issues. Conclusion To sum everything up, the state of California is in intensive need of an exhaustive policy specifically targeting cyber bullying. Attention paid to literature on the matter indicates that neither long-standing nor newly developed policies are enough to fix the problem. Existing anti-bullying laws are too general and are almost entirely focused on the school setting, which renders them ineffective in handling cyber-bullying. Even Seth’s Law, the latest significant development in the anti-harassment laws, is not adequate for the challenges currently being experienced, and statistics indicate that the policy is failing in both cyber and traditional bullying. Hence, the advocacy strategy proposed above comes in to fill in the gaps and pay due attention to cyber-bullying. It is vital to note in conclusion that the proposition above is time, human resource, and financially intensive and must be granted the attention and time it requires because its profundity mirrors the scope of th e hurdle it is designed for.

How to Convert Celsius to Fahrenheit

Temperature conversions are common, but you cant always look at a thermometer that lists degrees in both Celsius and Fahrenheit. However, all you need to convert between the two is a simple formula. Conversion Formula The formula for converting a measurement in Celsius to Fahrenheit is: F 1.8  C   32 where F is the temperature in degrees Fahrenheit and C is the temperature in degrees Celsius. The formula may also be written as: F 9/5  C   32 It is easy to convert Celsius to Fahrenheit  by following  these two steps: Multiply your Celsius measurement by 1.8.Add 32 to the result. The final answer will be the temperature in degrees Fahrenheit. Note: If you are doing temperature conversions for a homework problem, take care to report the converted value using the same number of significant digits as the original number. Example Imagine, for example, that while traveling in Europe you come down with an illness. You only have access to a thermometer with Celsius measurements, which tells you that your body temperature is  37 degrees. You want to convert this measurement to  Fahrenheit. To do this, plug the  temperature measurement into the equation: F 1.8 C 32F (1.8)(37) 32F 66.6 32F 98.6 The original value,  37 degrees Celsius, has two  significant digits, so the Fahrenheit temperature should be reported as  99 degrees Fahrenheit.

Types of Business Ownership - 1072 Words

The sole proprietorship is the simplest form of business organization. A sole proprietorship is a business that is owned by an individual who is solely responsible for all aspects of the business. The owner is personally responsible for all debts of the business, even in excess of the amount invested. The business and its owner are thus considered the same entity. The advantages of a sole proprietorship include: a. Low start up costs, as legal and filing fees are at a minimum. However, many states and cities require a filing with county clerk. b. Greatest freedom from regulation and paperwork. c. Owner is in direct control, with no interference from other owners. d. Taxes may be lower than for regular corporations. The†¦show more content†¦If the business fails or loses a lawsuit, the general creditors cannot attach the owners’ homes, cars and other personal property. Limited liability is the one major reason so many businesses are incorporated. b. Capital can be raised more easily than under other forms of ownership. This does not mean, however, that a new corporation can sell shares of stock easily. The sale of stock is highly regulated by both federal and state governments, and obtaining bank loans for a new business may be no easier for a new corporation than for a partnership or proprietorship. c. Ownership in a corporation is more easily transferable, this includes transferring shares to family members as gifts or otherwise, as well as selling your interest to some other person. However, in many small corporations it is advisable to put restrictions on transfer of shares, especially if the persons owning and working in the business must be able to work closely together. This is generally accomplished by stockholder agreements. The stockholder’s agreement is an agreement between a shareholder and the corporation. It may state, that the shareholder may not sell his shares for a specific period of time after acquiring them or that the shareholder must, under certain conditions, sell the shares back to the corporation. d. Since the corporation is an independent legal entity, it has a life of its own, or a continuous existence. It does not cease simply because one of the owners dies orShow MoreRelatedTypes Of Business Ownership And Ownership Essay1327 Words   |  6 Pages Types of Business Ownership Name Institutional Affiliation â€Æ' Business Ownership Introduction Business ownership refers to having control over a business enterprise and exercising this power by dictating its operations, functioning, and management. Ownership can be acquired either through franchising or purchasing an existing business. There are three types of business ownership, namely sole proprietorship, corporation, and partnership. 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There areRead MoreDifferent Types Of Business Ownership1277 Words   |  6 PagesTypes of Business Ownership: Everything You Need to Know Before you can determine how you want to structure your business, you#39;ll need to know what your options are. The below are your choices when it comes to running your business: sole proprietorship, partnership, limited partnership, limited liability company (LLC), corporation (for-profit), nonprofit corporation, and cooperative. It is important that you choose the right structure for your business as the type of structure you choose willRead MoreComparing Types Of Business Ownership1331 Words   |  6 Pages Comparing Types of Businesses Name: Sabrina Bhinder Date: September 10th, 2014 In the space below, explain each of the following terms and provide an example. Forms of business ownership (5K marks) 1. Sole proprietorship †¢ A business that is just owned by only one person, who receives all the profit for everything. Example of a sole proprietorship can be a hairdresser that buys a chair for their business and can get customers directly for them. 2. Partnership †¢ WhenRead MoreThe Types of Business Ownership Essay examples840 Words   |  4 PagesThe Types of Business Ownership This report is about the advantages and disadvantages of different types of business ownerships. Introduction I am going to write about the advantages and disadvantages of different business ownerships including: * Sole Trader * Partnership * Franchise I will include the definitions of some of the business ownerships. Main Body SOLE TRADER Sole trader, as the name suggests, is where anRead MoreInvestigation of the Types of Business Ownership Essay801 Words   |  4 PagesInvestigation of the Types of Business Ownership JCC Limited is a private limited company. Other forms of business ownership include: The sole trader. This is the most common form of private sector business. This type of business has one owner who runs the business and may employ any number of people to help. Advantages of being a sole trader include the lack of legal restrictions, the sole trader is able to set up their business relatively quickly. Also all profits Read MoreTypes Of Business, Purpose And Ownership Of Two Contrasting Business2226 Words   |  9 PagesP1:Describe the type of business, purpose and ownership of two contrasting business Coca cola Coca Cola is a soft fizzy drink sold in every store throughout the world. It is produced by The Coca Cola Company of Atlanta in Georgia, and is often called as Coke. Purpose:- The purpose of coca cola is to design develop and advertise soft drinks the customers can enjoy, and also make profit from selling of soft drinks. 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The Crisis in American Education Free Essays

The crisis in American education Every American is required to attend and complete public school education. A person needs to be literate and properly educated to progress in life. However, there are many things that can impact a person’s education and personal life. We will write a custom essay sample on The Crisis in American Education or any similar topic only for you Order Now These issues include illiteracy, drug abuse and violence at school. These issues combined with others create the crisis of American education. Getting an education today is very important because jobs are demanding in their criteria for job applicants. It is vital to survival that everyone knows and understands the English language. We have all gone to public school at one point or another, so we have all seen the dangers lurking about in our public schools. School violence is an issue that plagues each and every high school in the world. Teens are sometimes so afraid that they will skip school. Drug abuse is also getting to be a terrible problem in public schools as it affects the education of the student. As we have seen through Columbine and the Virginia tech massacre, there are some issues surrounding safety of schools and their children. There is a question of â€Å"who’s next? It’s very important that we recognize the warning signs in our students early on so that we can stop the violence before it ever happens. There are many solutions to the issues that affect our public schools ranging from gathering volunteers to just loving your child. In this essay, we will examine three main issues in public schools along with the causes, effects and solutions of each issue. There is a multitude of pr oblems facing the public schools today including teen violence, drug abuse, and illiteracy and we need to find the tools necessary to rebuild a more positive learning environment. Illiteracy is the inability to use language, read, write, listen and speak. Illiteracy is one of the main problems facing our public schools today. It has only been getting worse over the years. In the colonial days, parents were responsible for teaching their kids how to read. If they failed to teach them, they were fined by the state. Boy, have times changed. The three main causes of illiteracy are poverty, learning disabilities, and lack of family literacy. These problems have contributed to the whopping 32 million Americans who are illiterate today. Children in every public school are affected by illiteracy, sometimes because of a learning disability, like dyslexia. Between 1992 and 2003, there were 23 million people added to the population. 3. 6 million of those people were illiterate (enotalon. com). People have been illiterate for as long as the earth has been around. An incredible 75% of unemployed adults cannot read and write at a basic level. There was an organization formed called ProLiteracy. It is a group that teaches adults to read and write. It also distributes materials used to help teach the adults reading and writing. Illiteracy costs about $60 billion in lost productivity due to illiteracy. The U. S . has not made any progress in changing the illiteracy rates. Illiteracy affects every aspect of a person’s life. They may be ashamed or feel inadequate in life due to their literacy problem. There are solutions to the literacy problem in America. A first solution can be training our teachers better so they can better teach our children. A second solution can be to offer after school help for children. A third solution would be to change the environment at home. In 1985, Six Flags Marine World designed â€Å"read to succeed†. Read to succeed is a three unit program for third through eighth graders. It has grown to 209,000 students from 166,000 students in the year 1989. Read to succeed is designed to introduce youngsters to a lifetime of fun through reading independently. The program presents kids with interesting and fun topics. Each and every one of these solutions will be a definite help in solving the literacy problem. They will work together to create a working educational system comprised of adults and children. Children will no longer suffer from shame of being illiterate. Adults can gain the tools they need to survive in the real world. Illiteracy is an international problem that affects the student, family, community and the economy. With these solutions, we can learn to successfully combat the war against illiteracy. Bullying and school violence is a very scary, but real part of our everyday lives. Bullying is when kids use their power to control or harm others intentionally. Bullying includes making threats, name-calling, spreading rumors, or attacking someone verbally or physically. 1 in 4 kids are bullied every year. It has been proven that bullying affects a child’s ability to learn because they become so preoccupied with escaping a bully or feeling depressed about an incident that they cannot focus on their schoolwork. There are many causes to bullying, most dealing with outside influences. A first cause of bullying could be a history of family violence. Another cause could be learned racial, social, or religious prejudice. Another factor could be the violence portrayed in the media. Substance abuse is another cause of bullying. Bullying has many causes and many effects, so what can we do about it? We can assess bullying by participating in surveys that help determine the frequency and locations of bullying. First, you choose the survey you want, then, you obtain consent to take the survey. After you gain consent, you will administer the survey. When it is done, you will analyze and distribute your findings. You should always have a clear plan ready. Surveys can also gauge the effectiveness of a current prevention or intervention effort. Surveys also ask the schools and their communities about their experience and thoughts on bullying. This is a great way to understand the underlying causes and effects of bullying and who its victims are. Engaging the youth and parents can make a student feel safer, focus more on learning, and have the parent worrying less. Ways that a student can help is to contribute their experiences or views on bullying. They can promote respect and communicate regularly with their peers about the dangers of bullying. Parents can contribute by volunteering at school improvement events. School staff can keep parents informed about bullying and set up meetings convenient for the parent and child. School safety committees are groups of people focused on the concerns of school safety; where teachers can give their insights and administrators can answer questions. School safety committees plan prevention programs, develop communicate, and enforce bullying prevention policies and rules. They educate the public on bullying and evaluate bullying prevention efforts. It is very important that we build a comfortable environment for our students everywhere. We need to establish a culture of positivity and safety. We need to promote respect in every classroom. To make sure that our bullying prevention efforts are working, our school staff needs to be trained on what bullying is, what the school’s policies are, and how to enforce the rules. Training is most successful when a teacher feels their voice has been heard. I think that everyone would feel successful if they felt their voice was heard. How to cite The Crisis in American Education, Papers

Corporate Finance Business Combinations

Question: Discuss about the Corporate Financefor Business Combinations. Answer: Introduction An intangible asset describes an identifiable non-monetary asset deprived of physical substance. The recognition of this kind of asset needs the underlying entry to show that the asset meets (i) the definition of the intangible asset and (b) the recognition criteria. The accounting requirements for this kind of asset is outlined under the IAS 38. Such assets has to be non-monetary ones without physical substance as well as identifiable either as being separate or emerging from the contractual or additional legal rights (AASB 2004). The intangible assets that meet the appropriate recognition criteria are measured initially at the cost and then measured at the cost or utilizing revaluation model, as well as amortized on the systematic basis over their respective useful lives (unless it has indefinite useful life whereby it is never amortized). The definition and recognition criteria are extremely relevant to the conditions presented in the underlying case. The accounting requirements of the intangible assets are also relevant to the conditions in the case. Particularly, the intangible has to be non-monetary deprived of physical substance and identifiable either as being separate or emerging from contractual or other legal rights. These factors will help the CEO justify his reasons for the decisions he is making. The trade name is an intangible asset and hence it is identifiable thus needs to be amortized and acquisition of this name generates a goodwill which is emerging from contractual purchase of smaller betting agencies and must be amortized. The view the new CEO on each of issues presented above are justifiable. As presented in the above definition and recognition criteria, the CEO is justified to amortize the goodwill and the trade name (AASB 2014). These intangible assets also meet the relevant recognition criteria and it is justifiable to measure them initially at the cost and then measured at the cost on the basis of their useful life. The accounting implications of these issues on financial statements can be presented. Amortizing the name and the goodwill will increase the asset side of the balance sheet. These will increase the dividends given to the shareholders or investors. The investors will be willing to invest more while lenders will also have more confidence to lend the company more. References AASB, C.A.S., 2004. Intangible Assets. AASB, C.A.S., 2014. Business Combinations. Disclosure, 66, p.77.

Business Law IMM v The Queen Samples †MyAssignmenthelp.com

Question: Discuss about the Business Law IMM v The Queen. Answer: Introduction In IMM v The Queen [2016] HCA 14 (IMM) the High Court held by a 4-3 larger part (the majority) that a trial judge, while surveying the "probative esteem" of confirmation under the Evidence Act, must assume that the proof "is acknowledged" and is in this way valid and dependable. In their contradicting judgments, Nettle, Gordon and Gageler JJ differ and looked at that as an evaluation of probative esteem fundamentally includes contemplations of unwavering quality. At the trial the appealing party was discovered blameworthy of two checks of foul managing a kid and one tally of sex with his step-grandaughter. The complainant's confirmation was the main direct proof given of the charged offenses. Regardless of protests, the indictment was permitted to show certain "propensity confirmation" and "objection prove"[1]. The inclination confirms was given by the complainant. Her confirmation was that while the complainant and another young lady were giving the appealing party a back rub, he ran his hand up the complainant's leg. The trial judge decided that the propensity prove was permissible in light of the fact that it had "noteworthy probative esteem"[2]. Essentially, the trial judge moved toward the undertaking of surveying the probative estimation of the inclination confirm on the presumption that the jury would acknowledge the confirmation and factors, for example, the validity of the complainant or the unwavering quality of the proof were not considered. Summary The appealing party contended that the trial judge ought not have expected that the jury would acknowledge the confirmation being referred to while considering the probative estimation of the proof under segment 97(1) (b) and segment 137[3]. It was additionally presented that deciding "probative esteem" must require the court to consider all issues that a tribunal of certainty would, which in IMM was a jury. In like manner, the litigant contended that a court can't be obliged by expecting that the jury will acknowledge the confirmation, particularly when there are motivations to question the believability of a witness or the unwavering quality of the proof. The appealing party presented that the inclination confirmation and protestation prove did not have noteworthy probative esteem on the grounds that the proof was gotten exclusively from the complainant, whose validity was by and large in issue. The New South Wales Court of Criminal Appeal (NSWCCA) and the Victorian Court of Appeal (VSCA) have taken clashing positions on the best way to survey "probative value"[4]. R v Shamouil (Shamouil) is the primary New South Wales specialist where the NSWCCA (Spigelman CJ, Simpson and Adams JJ) held that a trial judge deciding the probative estimation of proof with the end goal of segment 137 ought to do as such on the presumption that the jury will acknowledge the confirmation and ought not consider the unwavering quality of the proof[5]. In Shamouil, Spigelman CJ embraced what Gaudron J said in Adam v The Queen. Her Honor considered that the meaning of "probative esteem" in the Evidence Act more likely than not read into it a presumption that a jury will acknowledge the confirmation being referred to on the grounds that, as a viable issue, "proof can sanely influence the appraisal of the likelihood of a reality in issue just in the event that it is accepted[6]." In Shamouil, Spigelman CJ noticed that this approach is steady with the customarylaw way to deal with the rejection of confirmation under the "Christie discretion", where a trial judge practicing that attentiveness did not, in surveying whether the probative estimation of the confirmation is exceeded by its biased impact, decide if the jury should, or ought not, acknowledge the confirmation; nor did the trial judge consider the unwavering quality of the evidence. Spigelman CJ inferred that the words utilized as a part of the meaning of "probative esteem" in t he Evidence Act unequivocally showed that a similar approach be taken.While considering the acceptability of proof, a trial judge should first consider the pertinence of the confirmation under s 55. Area 55, which characterizes 'pertinence', makes reference such that confirmation "could normally" have on a proof of reality. In IMM the dominant part noted at that "could" alludes to the capacity of confirmation to do as such and the expression "judiciously" does not require thought of the honesty or exactness of the proof. The lion's share finished up at "The inquiry with regards to the ability of the confirmation to reasonably influence the appraisal of the likelihood of the presence of a reality in issue is to be controlled by a trial judge on the presumption that the jury will acknowledge the proof[7]. This takes after from the words "on the off chance that it were acknowledged", which are communicated to qualify the evaluation of the significance of the confirmation. This suspicion fundamentally denies to the trial judge any thought with respect to whether the confirmation is trustworthy. Nor will it be fundamental for a trial judge to decide if the confirmation is dependable, in light of the fact that the main inquiry is whether it has the ability, sanely, to influence discoveries of actuality. There may obviously be a constraining case in which the proof is so inalienably unimaginable, whimsical or incredible that it couldn't be acknowledged by a level-headed jury. In such a case its impact on the likelihood of the presence of a reality in issue would be nil and it would not meet the model of significance." Analysis The legislative scheme which brought and uniformevidence law throughAustralian law Reform Commission in the year 1995. The evidence act 1995 provides evidence into two categories one is termed as tendency evidence and coincidence evidence. Tendency evidence has been defined and articulated under section 97 and 137 of the act[8]. These two sections deals with the type of evidence to be focused in the case of IMM. Section 97 perfect states that the external exclusionary rule which operates as an exception in the admissibility of evidence before the court. Tendency evidence can be defined as evidence which has a character, reputation of conduct of a person or a tendency which a person has or had in the past. Therefore, the main motive behind enacting the provisions of tendency evidence is to prove that a person at the tendency to act or behave in a particular manners. Section 97 also provides prohibition against the use of the evidence and food provisions in which case this type of evid ence will be used. The act says that the agency valence shell be used in case of certain procedural steps which are required to be fulfilled and David else should be connected to the other evidences food before the court by the party which has significant probative value[9]. Probative value has been defined under Evidence Act in Section 55 of the act which states that such evidence should affect the existence of the fact of the case. The high court in the case of a man has decided whether evidence play a part in determining the probative value. In case of criminal matters the evidence act provides that the judge should have a balance for the probative value and prejudicial effect during the admissibility of evidence against the party. Section 101 subsection 2 states that in case of criminal proceedings evidence given by the crown for the defendant require that the probative value of search evidence shall have a pre judicial effect on the defendant[10]. The test has been made in the case of IMM found the result that the Evidence Act is required under the test to evaluate the output of the prejudicial effect. In IMM the issues on advance were whether the trial judge had failed in taking the unwavering quality of the confirm as guaranteed and continuing upon the suspicion that the jury would acknowledge the confirmation at the point when her Honor connected s 97(1)(b) to the propensity confirmation and s 137 to grievance prove. The appellants' contention did not call into the inquiry the utilization of the more prohibitive s 101 test to inclination prove. The lion's share in the High Court explicitly dismissed the Victorian position as embraced in Dupas in support of the New South Wales approach[11]. Their Respects found that the Dupas position, in which the unwavering quality of the confirmation shapes some portion of the evaluation of the probative esteem, was in opposition to the statutory arrangements, which accommodated the exceptionally restricted events where a trial judge should consider the unwavering quality or validity in choosing to concede evidence, and the long line of specia list since path before Hoch and Pfennig, which saves the subject of unwavering quality or generally for the jury[12]. In IMM the issues on progress were whether the trial judge had bombed in taking the unfaltering nature of the affirm as ensured and proceeding upon the doubt that the jury would recognize the affirmation exactly when her Honor associated s 97(1)(b) to the inclination affirmation and s 137 to grievance demonstrate[13]. The appellants' conflict did not call into the request the usage of the more restrictive s 101 test to slant demonstrate. The lion's offer in the High Court unequivocally expelled the Victorian position as grasped in Dupas in support of the New South Wales approach. Their Regards found that the Dupas position, in which the steadfast nature of the affirmation shapes some bit of the assessment of the probative regard, was contrary to the statutory game plans, which suited the especially confined occasions where a trial judge ought to consider the steadfast quality or legitimacy in deciding to yield evidence,30 and the long line of master since way before Hoch and Pfennig, which spares the subject of unflinching quality or for the most part for the jury commit the offenses charged. Given the assumption that the proof was dependable and expecting the blamed ran his hand up the complainant's legs the confirmation would demonstrate that the denounced had a sexual enthusiasm for the protest and along these lines, would fundamentally influence the assurance of whether the denounced submitted the offenses charged[14]. Conclusion The High Court's choice does not block a judge from withholding clearly over the top prove from a jury. As clarified by J D Heydon QC in his article "Is the Weight of Evidence Material to Its Admissibility?", where the proof is "intrinsically unconvincing", it would at present have a low probative esteem notwithstanding when "taken at its most astounding". 37 Their Honors additionally received Heydon QC's case of personality confirm from a witness who just had a transitory look of the charged in extremely poor visual conditions[15]. In rundown, IMM conclusively settled the contradiction between the most noteworthy investigative courts in the country's two busiest purviews, finding that the unwavering quality of the confirmation and validity of the witness was not to be considered in choosing regardless of whether inclination confirm is acceptable under the uniform confirmation law. In any case, notwithstanding choosing that the unwavering quality of confirmation was best left to the jury, the Court made an imperative capability that it would even now be the employment of future judges to keep prove that is "characteristically unbelievable" or "clearly ludicrous" far from the jury in spite of their at first sight probative incentive by characteristic use of the rule that the probative esteem of such confirmation would be lessened when seen with other confirmation. The High Court likewise chose to expel all follows of impact of Hoch and Pfennig, forerunners of the inclination manage, by dismissing the use of the Hoch capability as far as joint mixture in the utilization of the exercise in careful control as required in s 101(2). Lamentably, the Court has declined to bargain facilitate with its explanations behind dismissal the utilization of the Hoch capability[16] Bibliography: Adams, Michael WR, and Christopher K. Wareham. "Is Judicial Consideration of Credibility and Reliability under Section 137 of the Uniform EvidenceLaw a Guarantee of Fairness or Moral Treason."Monash UL Rev.40 (2014): 243. Clayton, Gina.Textbook on immigration and asylum law. Oxford University Press, 2016. Edmond, Gary, David Hamer, and Emma Cunliffe. "A little ignorance is a dangerous thing: engaging with exogenous knowledge not adduced by the parties."Griffith Law Review25.3 (2016): 383-413. Edmond, Gary, et al. "Christie, Section 137 and Forensic Science Evidence (After Dupas v. the Queen and R v. XY)."Monash UL Rev.40 (2014): 389. Elgebaly, Hassan A., et al. "Metabolomic Profiling and Antioxidant Activity of Opophytum Forsskalii."Aljouf Science and Engineering Journal3.1 (2016): 19-24. French, Robert. "Criminal law sentencing in the high court."Bulletin (Law Society of South Australia)39.6 (2017): 26. Gans, Jeremy.Modern criminal law of Australia. Cambridge University Press, 2016. Hamer, David A. "'Tendency Evidence'and'Coincidence Evidence'in the Criminal Trial: What's the Difference?." (2017). Heydon, J. D. "Is the Weight of Evidence Material to Its Admissibility."Current Issues Crim. Just.26 (2014): 219. Keane, Adrian, and Paul McKeown.The modern law of evidence. Oxford University Press, USA, 2014. McGorrery, Paul Gordon, and Marilyn McMahon. "A fair hearing Earwitness identifications and voice identification parades."The International Journal of Evidence Proof(2017): 1365712717690753. Odgers, S. (2016). Uniform Evidence Law at 21.Current Issues Crim. Just.,28, 311. Odgers, Stephen, and Richard Lancaster. "The probative value of evidence."Bar News: The Journal of the NSW Bar AssociationWinter 2016 (2016): 36. Odgers, Stephen. "Paul Byrne SC memorial lecture: Uniform evidence law at 21."Current Issues in Criminal Justice28.3 (2017): 311. Stockdale, Michael, Emma Smith, and Mehera San Roque. "Bad Character Evidence in the Criminal Trial: The English Statutory/Common Law Dichotomy-Anglo-Australian Perspectives." (2016): 441. Tesheira, Karen.Commonwealth Caribbean Family Law: Husband, Wife and Cohabitant. Routledge, 2016.