Play Therapy Essay

Sometimes children go through difficult passages in their lives. It therefore becomes prudent to provide them with effective ways of helping them ease through these passages. Infact, children are good teachers and they know what they want and what is right for them (Kottman, 1993). All they need is just space to do it. Play therefore becomes very important in releasing these pent-up emotions, feelings of anxiety, fear disappointment, aggression and insecurity (Chethik, Morton. 2000). This brings us to the issue of play therapy. What is play therapy? Play therapy refers to a method of psychotherapy with children in which a child’s fantasies and symbolic meanings of his/her play are used as a medium for understanding and communication with him/her (Landreth, 2002). Through this method, the child is helped to control his/her emotions, thoughts, wishes and needs using games, toys and mediums such as clay, drawings and paint. By doing so, the child is helped to understand the muddled feelings and upsetting events that he/she has not had a chance or skill to sort out properly. Thus through this symbolic representation, the child gains a sense of control over events that in reality, seem uncontrollable. Unlike in adult therapy where one has to explain what is troubling him, children use play to communicate at their own level and pace without any feeling of interrogation or threat using toys as their words and play as their language (Landreth, 2002). Rationale for play therapy In play therapy, the symbolic of function play is vital in providing children with a means of expressing their inner world. This use of play therapy is rooted on a development understanding of children. According to Piaget (1962), children at the pre-operational stage (2-7 yrs) are acquiring language in which symbols represent mental objects. A child’s play in this stage becomes increasingly imaginary and fantasy-driven. The child is internally improving his/her understanding and knowledge but lacks the external ability to communicate this enhanced way of processing within the world. Play thus becomes the medium through which the child communicates this internal awareness of self to others. Piaget further asserts that during the concrete operational state (8-11 yrs) the child grows in his/her personal ability to reason logically and organize thoughts coherently. He/she is unable to express certain complicated emotions such as resentment or guilt due to the need for abstract thought to understand them. Play then helps the child bridge the gap between concrete experience and abstract thought. Landreth (2002) identifies basic principles necessary in play therapy. These include that children’s natural language is play, that they have an inherent tendency towards growth and maturity and lastly, and are themselves capable of positive self-direction since they posses the capacity to act responsibly. Play is a natural language from which children express themselves (Landreth, 2002). And as stated earlier, developmentally, it bridges the gap between concrete experience and abstract thought. Children gain a sense of control through play and also learn coping skills (Chethik, Morton. 2000). At times, children also receive other types of treatment. Children for instance that are unable to control their attention impulses, have a tendency to react violently, or experience severe anxiety would be included in play therapy. The therapy addresses the child’s psychological symptoms (Chethik, Morton. 2000). The child will also receive play therapy to alleviate low self-esteem feelings, excessive worry, incompetence and helplessness (Chethik, Morton. 000). In play therapy, toys are viewed as the child’s words and play as the child’s language – a language of activity. Play is then to children what psychotherapy is to adults. The use of toys enables the child to transfer his anxieties, fears, fantasies from his own feelings and guilt to objects rather then people. Through this process, the safety of children from their own feelings is guaranteed because it enables them to distance themselves from those traumatic experiences. By acting out a frightening experience symbolically through play, or reversing the outcome in play activity, the child moves towards an inner resolution and then he/she is able to cope with or adjust to problems (Axline, 1989). Through the play processes, the child is allowed to consider new possibilities not possible in reality thus greatly expanding the expression of self (Bratton. Et al. 2005). Also, within the safety of the play therapy experience, the child explores the unfamiliar and develops a knowing that is both experiential – feelings and cognitive. In a nutshell, the unfamiliar becomes familiar and the child expresses outwardly what takes place inwardly. Therefore, a major function of play in play therapy is the changing of what may be unmanageable in real life to a manageable situation via symbolic representation, through which the child is provided with opportunities for learning to cope (Axline, 1989). The process of play therapy The initial focus of therapy is in building a relationship between a child and the therapist. This relationship is what provides dynamic growth and healing for the child. It is therefore a very important tool because a child will readily express himself every time he/she feels respected and accepted. According to Landreth (1991), there are principles that should provide guidelines for establishment of a therapeutic relationship. Some of the guidelines include that the therapist is genuinely interested in the child. Also, the therapist experiences unqualified acceptance of the child and does not wish that the child were different in some way. He further creates a feeling of safety and permissiveness in the relationship so the child feels free to explore and express himself/herself totally. Landreth further asserts that the therapist should always be sensitive to the child’s feelings and gently reflect those feelings in a manner that encourages the child to develop self-understanding (Landreth, 2002). Additionally, the therapist should deeply believe in the child’s capacity to act responsibly and respect the child’s ability to solve personal problems and give him the opportunity to do so. He should also trust the child’s inner direction and to lead in all areas of relationship and avoid directing the child’s play. This therapist should appreciate the gradual nature of the therapeutic process in a slow manner, and finally he should establish only the therapeutic limits that help the child accept personal and appropriate responsibility. The primary objective of the process is not only to solve the problem but to help in the growth of the child. The therapist primarily meets with the child alone and arranges time to meet with parents separately or with the child depending with the situation. The structure of the sessions should be consistently maintained to provide a feeling of stability and safety for the child. In the session, the therapist uses specific techniques to assess how a child experiences his/her world and how he/she communicates and reacts to events and people in his/her own world. The child is led to become aware of what he/she is feeling and opportunities are given to express these feelings. Awareness is thus a very important aspect in play therapy because without it, change is not possible (Chethik, Morton. 2000). Throughout the therapy, the child is empowered and supported to learn more about who he/she thinks she/he is, to talk about things that are frightening or painful, to be self supportive as well as to experiment new behavior (Bratton. Et al. 2005). Since the child’s world is a world of action and activity, the therapy provides the therapist with an opportunity to enter the child’s world. The child lives out the past experience and related moments at the moment of play. Without the presence of play materials, the therapist could only talk with the child about aggressive behavior exhibited in the recent past. In play therapy however, whatever reason for referral, the therapist has the opportunity to experience and actively deal with that problem immediately. By so doing, the child plays out feelings by banging them to the surface, getting them out in the open, facing them and either abandoning them or learning to control them. Toys and materials Since toys and materials are part of this communicative process for children, careful attention must be given to their appropriate selection. The rule here is selection rather than accumulation. Please note that random assortment of acquired toys and materials often appear like junk rooms and they therefore doom the therapy process to failure. They should then be carefully selected for the contribution they make to accomplish the play objective and the extent to which they are consistent with the play therapy rationale. Some general guidelines to consider are that the tools should be durable and should communicate a message of â€Å"be yourself in playing† rather than â€Å"be careful. † They should provide children with a variety in choice of medium of expression. (Eliana, G. 1994). However, they need not be elaborate and above all they should not be complex. Remember that the first toys to be used were sticks. The tools should be age appropriately manageable so that the child will not be frustrated in his efforts to express himself/herself. No toy should require the child to seek the therapist’s help to manipulate. Landreth (1991) asserts that the toys and materials should facilitate establishment of a positive relationship with the child, testing of limits, exploration of real-life experiences, development of positive image, self-undertaking, expression of a wide range of feelings and opportunity to redirect behaviors unacceptable to others. These toys can be grouped into three basic classes viz; real-life toys such as a doll, a small cardboard box with rooms indicated by tape strips or felt pen markers, doll house furniture, pacifier and a small car. Secondly, there are those acting out or aggressive release toys such as handcuffs, toy guns, dart gun and toy soldiers, aggressive puppets, rubber knife and punching bags. Finally, there are toys for creative expression and emotional release such as crayons, newsprints, blue scissors, hand puppets, plain mask, and also sand trays. Setting limits in Play Therapy This is a very crucial part of this process. The structure of the therapeutic limits is what helps to make the experience a real life relationship (Eliana, G. 994). Limits in play therapy have advantages both practically and therapeutically since they preserve the therapeutic relationship; facilitate the child’s opportunities to learn self responsibility and self control. Provide the child with emotional security and physical safety and thus enabling the child to explore and express his/her inner emotional dimensions that perhaps have remained hidden in his/her other relationships (Axline, 1989). Boundaries are necessary here to provide predictability and thus the children are not allowed to do anything they want to do. The play therapy relationship has minimum limits (Eliana, G. 1994). Exploration is encouraged, messiness accepted and persistence is the guiding principle. Play therapy is a learning experience and thus limits are not set until they are needed. The limits are worded in such a way that the child is allowed to bring himself under control. Research and Results Play therapy is an approach based on well thought out, philosophically conceived, developmentally based and research supported approach to assisting children cope with and overcome the problems they experience in life (Bratton. Et al. 2005). It has therefore been demonstrated to be effective in a variety of children’s problems including, but not limited to, abuse and neglect, aggression and acting out, autism, fear and anxiety, grief, hospitalization, learning disabilities, chronic illnesses, withdrawn children and burn victims. In the case studies reported by Landreth, the views that play therapy requires a long-term commitment is totally unfounded. Conclusion Play therapy can thus help a child to become aware of his feelings and how those feelings manifest into his/ her behavior (Bratton. Et al. 2005). He/she learns to become better at regulating emotions and expressing them in constructive ways. This combination of skills may help a child to become more assertive, self confident and to have self respect and respect for others. He/she then get this assurance that he/she will be understood and accepted.

How to Use Italian Definite Article Forms

How to Use Italian Definite Article Forms The Italian definite article (articolo determinativo) indicates something well defined, which is assumed to be already acknowledged. If, for example, someone asks: Hai visto il professore? (Have you seen the professor?) they are alluding not to any professor, but to one in particular, that both the speaker and listener know. The definite article is also used to indicate a group (luomo à ¨ dotato di ragione, that is, ogni uomo- man is endowed with reason, every man), or to express the abstract (la pazienza à ¨ una gran virtà ¹- patience is a great virtue); to indicate parts of the body (mi fa male la testa, il braccio- my head hurts, my arm), to refer to objects that belong strictly to oneself mi hanno rubato il portafogli, non trovo pià ¹ le scarpe- they stole my wallet, I cannot find my shoes), and is also used with nouns that signify something unique in nature (il sole, la luna, la terra- the sun, the moon, the earth) and the names of materials and matter (il grano, loro- wheat, gold). In certain contexts the Italian definite article functions as a demonstrative adjective (aggettivo dimostrativo): Penso di finire entro la settimana- I think Ill finish by the end of the week (or later this week); Sentitelo lipocrita!- Listen to him the hypocrite! (this hypocrite!) or a demonstrative pronoun (pronome dimostrativo): Tra i due vini scelgo il rosso- Between the two wines I choose the red, (the one thats red); Dei due attori preferisco il pià ¹ giovane- Of the two actors I prefer the younger (the one thats younger). The Italian definite article may also refer to individual members of a group: Ricevo il giovedà ¬- I receive it Thursday (every Thursday); Costa mille euro il chilo (or al chilo)- It costs a thousand euro a kilogam (per kilogram), or time: Partirà ² il mese prossimo.- Im leaving next month (in next the month). Italian Definite Article FormsIl, iThe form il precedes masculine nouns beginning with a consonant except s consonant, z, x, pn, ps, and the digraphs gn and sc: il bambino, il cane, il dente, il fiore, il gioco, il liquorethe child, the dog, the tooth, the flower, the game, the liquor The corresponding form for the plural is i: i bambini, i cani, i denti, i fiori, i giochi, i liquorithe children, the dogs, the teeth, the flowers, the games, the liqueurs Lo (l), gliThe form lo precedes masculine nouns that begin: with s followed by another consonant: lo sbaglio, lo scandalo, lo sfratto, lo sgabello, lo slittino, lo smalto, lo specchio, lo studiothe mistake, the scandal, the evicted, the stool, the sled, the enamel, the mirror, the office with z: lo zaino, lo zio, lo zoccolo, lo zuccherothe backpack, the uncle, the clog, the sugar with x: lo xilofono, lo xilografothe xylophone, the engraver with pn and ps: lo pneumatico, lo pneumotorace; lo pseudonimo, lo psichiatra, lo psicologothe tire, the collapsed lung, the pseudonym, the psychiatrist, the psychologist with the digraphs gn and sc: lo gnocco, lo gnomo, fare lo gnorri; lo sceicco, lo sceriffo, lo scialle, lo scimpanzà ©the dumpling, the gnome, to play dumb; the sheikh, the sheriff, the shawl, the chimpanzee with the semivowel i: lo iato, lo iettatore, lo ioduro, lo yogurtthe hiatus, the evil eye, the iodide, the yogurt NOTE: Nevertheless, there are variations, especially before the consonant cluster pn; for example, in contemporary spoken Italian il pneumatico tends to prevail over lo pneumatico. Also, before the semivowel i the use is not constant; in addition to lo iato there is liato, but the elided form is less common. When preceding the semivowel u, its necessary to distinguish between Italian words, which take the article lo in the elided form (luomo, luovo), and words of foreign origin, which take the form il: il week-end, il whisky, il windsurf, il walkman, il word processorthe weekend, the whiskey, the windsurfer, the Walkman, the word processor. With plural nouns the forms gli (gli uomini) and i (i walkman, i week-end) are used respectively. For words starting with h use lo (gli, uno) when preceding an aspirated h: lo Hegel, lo Heine, lo hardwarethe Hegel, the Heine, the hardware. And use l when preceding a non-aspirated h: lhabitat, lharem, lhashishthe habitat, the harem, the hashish. NOTE: In contemporary colloquial Italian there is a preference for the elided form in all cases, since even foreign words with an aspirated h (for example the aforementioned hardware, as well as hamburgers, handicap, hobbies, etc.) usually have an Italianized pronunciation in which the h is muted. However, in adverbial phrases the form lo (instead of il) is common: per lo pià ¹, per lo meno, corresponding to the use of the definite article in early Italian. The form lo also precedes masculine nouns that begin with a vowel, but in this instance it is elided to l: labito, levaso, lincendio, lospite, lusignolothe dress, the fugitive, the fire, the guest, the nightingale. As previously noted, before the semivowel i there is typically no elision. The form corresponding to lo in the plural is gli: gli sbagli, gli zaini, gli xilofoni, gli (or also i) pneumatici, gli pseudonimi, gli gnocchi, gli sceicchi, gli iati, gli abiti, gli evasi, gli incendi, gli ospiti, gli usignoli NOTE: Gli can only be elided before i: glincendi (but more frequently the entire form is used). The gli form is used instead of i before the plural of dio: gli dà ¨i (in obsolete Italian gliddei, plural of iddio). La (l), leThe form la precedes feminine nouns starting with a consonant or the semivowel i: la bestia, la casa, la donna, la fiera, la giacca, la ienathe beast, the house, the woman, the fair, the jacket, the hyena. Before a vowel la is elided to l: lanima, lelica, lisola, lombra, lunghiathe soul, the propeller, the island, the shadow, the fingernail. The form corresponding to la in the plural is lei: le bestie, le case, le donne, le fiere, le giacche, le iene, le anime, le eliche, le isole, le ombre, le unghiethe animals, the houses, the women, the fairs, the jackets, the hyenas, the souls, the propellers, the islands, the shadows, the nails. Le may be elided only before the letter e (but this happens rarely, and almost always as a stylistic device in poetry): leliche- the propellers. With nouns starting with h, unlike the masculine form, the non-elided form predominates: la hall- the hall, la holding- the holding company.

Explore the Sombrero Galaxy

Explore the Sombrero Galaxy Way out in the direction of the constellation Virgo, some 31 million light-years from Earth, astronomers have found a most unlikely looking galaxy that is hiding a supermassive black hole at its heart. Its technical name is M104, but most people refer to it by its nickname: the Sombrero Galaxy. Through a small telescope, this distant stellar city does look a bit like a big Mexican hat. The Sombrero is incredibly massive, containing the equivalent of 800 million times the mass of the Sun, plus a collection of globular clusters, and a broad ring of gas and dust. Not only is this galaxy huge, but its also speeding away from us at a rate of a thousand kilometers per second (about 621 miles per second). Thats very fast! What is That Galaxy? At first, astronomers thought the Sombrero might be an elliptical-type galaxy with another flat galaxy embedded within it. This is because it did look more elliptical than flat. However, a closer look revealed that the puffy shape is caused by a spherical halo of stars around the central area. It also has that huge dust lane that contains starbirth regions. So, its most likely a very tightly wound spiral galaxy, the same type of galaxy as the Milky Way. How did it get that way? Theres a good chance that multiple collisions with other galaxies (and a merger or two), have changed what may have been a spiral galaxy into a more complex galactic beast. Observations with the Hubble Space Telescope and the Spitzer Space Telescope have revealed a lot of detail in this object, and theres a lot more to learn! Checking Out the Dust Ring The dust ring that sits out in the brim of the Sombrero is very intriguing. It glows in infrared light and contains most of the star-forming material of the galaxy - such materials as hydrogen gas and dust. It completely encircles the central core of the galaxy, and appears pretty wide. When astronomers looked at the ring with the Spitzer Space Telescope, it appeared very bright in infrared light. Thats a good indication that the ring is the central starbirth region of the galaxy. Whats Hiding in the Nucleus of the Sombrero? Many galaxies have supermassive black holes at their hearts, and the Sombrero is no exception. Its black hole has more than a billion times the mass of the Sun, all packed away into a tiny region. It appears to be an active black hole, eating up material that happens to cross its path. The region around the black hole emits a tremendous amount of x-ray and radio waves. The region extending out from the core does emit some weak infrared radiation, which could be traced back to heating activity fostered by the presence of the black hole. Interestingly, the core of the galaxy does appear to have a number of globular clusters swarming around in tight orbits. There may be as many as 2,000 of these very old groupings of stars orbiting the core, and may be related in some way to the very large size of the galactic bulge that houses the black hole. Where is the Sombrero? While astronomers know the general location of the Sombrero Galaxy, its exact distance was only recently determined. It seems to be about around 31 million light-years away. It does not travel the universe by itself, but does appear to have a dwarf galaxy companion. Astronomers are not quite sure if the Sombrero is actually part of a grouping of galaxies called the Virgo Cluster, or may be a member of a smaller associated group of galaxies. Want to Observe the Sombrero? The Sombrero Galaxy is a favorite target for amateur stargazers. It takes a little doing to find it, and it does require a good backyard-type scope to view this galaxy. A good star chart shows where the galaxy is (in the constellation Virgo), halfway between Virgos star Spica and the tiny constellation of Corvus the Crow. Practice star-hopping to the galaxy and then settle in for a good long look! And, youll be following in a long line of amateurs who have checked out the Sombrero. It was discovered by an amateur in the 1700s, a guy by the name of Charles Messier, who compiled a list of faint, fuzzy objects that we now know are clusters, nebulae, and galaxies.

Labor Unions During the Great Depression

Labor Unions During the Great Depression The Great Depression of the 1930s changed Americans view of unions. Although AFL membership fell to fewer than 3 million amidst large-scale unemployment, widespread economic hardship created sympathy for working people. At the depths of the Depression, about one-third of the American workforce was unemployed, a staggering figure for a country that, in the decade before, had enjoyed full employment. Roosevelt and the Labor Unions With the election of President Franklin D. Roosevelt in 1932, government - and eventually the courts - began to look more favorably on the pleas of labor. In 1932, Congress passed one of the first pro-labor laws, the Norris-La Guardia Act, which made yellow-dog contracts  unenforceable. The law also limited the power of federal courts to stop strikes and other job actions. When Roosevelt took office, he sought a number of important laws that advanced labors cause. One of these, the National Labor Relations Act of 1935 (also known as the Wagner Act) gave workers the right to join unions and to bargain collectively through union representatives. The act established the National Labor Relations Board (NLRB) to punish unfair labor practices and to organize elections when employees wanted to form unions. The NLRB could force employers to provide back pay if they unjustly discharged employees for engaging in union activities. Growth in Union Membership With such support, trade union membership jumped to almost 9 million by 1940. Larger membership rolls did not come without growing pains, however. In 1935, eight unions within the AFL created the Committee for Industrial Organization (CIO) to organize workers in such mass-production industries as automobiles and steel. Its supporters wanted to organize all workers at a company - skilled and unskilled alike - at the same time. The craft unions that controlled the AFL opposed efforts to unionize unskilled and semiskilled workers, preferring that workers remain organized by craft across industries. The CIOs aggressive drives succeeded in unionizing many plants, however. In 1938, the AFL expelled the unions that had formed the CIO. The CIO quickly established its own federation using a new name, the Congress of Industrial Organizations, which became a full competitor with the AFL. After the United States entered World War II, key labor leaders promised not to interrupt the nations defense production with strikes. The government also put controls on wages, stalling wage gains. But workers won significant improvements in fringe benefits - notably in the area of health insurance  and union membership soared.

Discussion 6 Thinking Critically About Architecture Essay

Discussion 6 Thinking Critically About Architecture - Essay Example The Supreme Court was created to be a government courthouse. The structure was designed by American Cass Gilbert in the neoclassical style (U.S. Supreme Court 1, 2011). The courthouse has several Greco-Roman influences. The building uses symmetry, standard Corinthian column types, roof entablature, building wells, and basilicas. The use of Greco-Roman architecture is a benefit to the functionality of the courthouse and its purpose. The great size of the building is used to house four floors of judicial service. The ground floor is used for offices and public services. The first floor is occupied by Justices’ chambers, offices for law clerks and secretaries, the East and West Conference rooms, and several other rooms of utility for officers of the court. The second floor is mostly office space and the Justices’ library and dining rooms. The third floor is where the Supreme Court Library is located. Neoclassical architecture is defined as classical architecture of ancient Greece and Roman influence that is likely to have symmetrical shape, columns that rise to the full height of the buildings, triangular pediment, and/or a domed roof (Neoclassical Architecture, 2011). This style is apparent in the exterior structure of the Supreme Court. There are sixteen exterior columns that rise to the top of the building and there is triangular pediment visual in the front end. The Supreme Court uses several types of columns from Greek order. The courthouse uses Corinthian columns topped with entablatures supporting the exterior of the building. These columns are present in the center entrance of the main building. There is a definite symmetry of the building as it peeks in the middle and skews to either side. Entablatures are present on the exterior of the courthouse embodied below the pediments and above the columns. These dà ©cor are typical of Greek culture and dramatic in design. Inside the Supreme Court uses what is known as the building

Statistics 401 Mod 5 Case - Multiple Regression Analysis Coursework

Statistics 401 Mod 5 Case - Multiple Regression Analysis - Coursework Example In the normal regression analysis, we usually use regression to establish the relationship between a variable and another variable. In such a case, it is establish whether or not the changes in one of the variables affect the other variable. The one which is affected is the dependent variable because it depends on the changes of the other so as to have its changed value. The one which is being depended upon to change is the independent variable because it changes on its own. This is for instance in the case where harvest from a corn field is being tested to establish whether or not it has a relationship with the amount of rainfall in the year. The harvest is the dependent variable while the rainfall amount is the independent variable. In the case of multiple regression analysis, the independent variables are more than one. ... In this analysis where in this case assignment we were looking at housing starts again, this time we added another variable to the equation.   The historical values above give interest rates, lumber prices (dollars per board-foot) and number of starts.  Ã‚  We computed a  multiple regression equation  using these variables, with starts as the DV.   Interest and price are the IVs.  Ã‚   From the computation of the regression analysis, I obtained the results shown above using the excel multiple regression. The regression analysis involved using the Housing stats as the Y variables in the excel regression file, and both the interest rate and the Price per board foot as the X variables. Based on the results of the regression as shown in the excel except above, the regression formula that I computed is of the form Y = a1*X1 + a2*X2 + b Where Y = number of housing starts X1 = interest rates a1 = regression coefficient of interest rates X2 = lumber prices a2 = regression coeffic ient of lumber prices b = constant. The values of a1 and a2 correspond to the values on the Regression coefficients table shown above. The value of a1 is that on the interest rates coefficients which is -1203318. Likewise, the value of a2 is that on the price per board foot coefficient which is -17836.8. The value of the constant b is also found on the coefficients table. It is the value of the sample estimate of the standard deviation of the error In this case it has the value 155138.1. X1 and X2 are of course variables that correspond to the interest rates and the price per board foot respectively. In turn, the formula thus becomes:- Y = -1203318*X1 + -17836.8*X2 + 155138.1 Using this formula, it is now much easy to do

Financial Management Question 1 Essay Example | Topics and Well Written Essays - 1000 words

Financial Management Question 1 - Essay Example Taxes by the federal and state have to be paid as required by the law; therefore the lottery has to name the price as 363 million because that's the amount to be won before taxation. The lottery also brings many benefits to the community and the state as a whole such as funding education and therefore people need not to be negative about the price to be won. If the only option available was the annuity payment then Larry could maximize the value of his winning by acquiring a loan from a bank that will be paid within the time limit, Larry would get money that will enable her to invest and an amount that will be payable at an amount of 4,732,962 dollars per year. The interest rate should be the guiding factor in determining the amount to acquire as loan. Winners select the cash option because they are rational and want to maximize the value of their money today, they will opt to have their cash today than for 26 years due to uncertainties about the future, and they also do not want to pay taxes each year for 26 years because this will just reduce the total amount they receive. The winner will want his pay in cash due to the fact that ... options the annuity and the cash option; in any of the options given the amount does not add up to the same amount and therefore the price should not be termed as 363 million. However the lottery in order to attract more people to participate in the lottery they are justified to name the total amount to be won, they should also disclose all the information about the game to the people. Taxes by the federal and state have to be paid as required by the law; therefore the lottery has to name the price as 363 million because that's the amount to be won before taxation. The lottery also brings many benefits to the community and the state as a whole such as funding education and therefore people need not to be negative about the price to be won. 4. if the only option available was an annuity payment plan, what could Larry do to maximize the value of his winning assuming that the risk free rate of interest is 5% If the only option available was the annuity payment then Larry could maximize the value of his winning by acquiring a loan from a bank that will be paid within the time limit, Larry would get money that will enable her to invest and an amount that will be payable at an amount of 4,732,962 dollars per year. The interest rate should be the guiding factor in determining the amount to acquire as loan. 5. Why do most winners select the cash option plan when given the choice Winners select the cash option because they are rational and want to maximize the value of their money today, they will opt to have their cash today than for 26 years due to uncertainties about the future, and they also do not want to pay taxes each year for 26 years because this will just reduce the total amount they receive. The winner will want his pay in cash due to the fact that they want