Sports Gambling for Youth in the USA Essay Example | Topics and Well Written Essays - 2000 words

Sports Gambling for Youth in the USA - Essay Example Money is what makes the mighty and powerful superior to all others. Sports and gambling have always been a pastime of our society and it would only seem fitting for our youth to follow in the footsteps of the generations preceding their own. "Possibly the biggest reason for an increase in illegal sports wagering is that society accepts gambling and believes there are no victims. Gambling is becoming an everyday accepted activity in areas of America that never before had easy access. Virtually everyone can buy a lottery ticket, bet on a horse, or drive to a riverboat casino just a short trip away" (Saum 2). The more time a gambler occupies placing bets, the more this once simple activity has becomes a dangerous obsession. At this point, one must begin to consider the true value of sports gambling and if it has any value at all. "The profile of the typical college student who gambles is someone who believes he has control of his own destiny, takes risks, and feels he possesses the skill to be successful in this endeavor. Ironically, these are many of the same qualities of successful college athletes and may explain why some are drawn to sports gambling" (Saum 1). Sports and gambling rely on one key element; luck, which is seen as a hope that becomes a reality, but only for a mere few. Having been brought up in an environment that teaches how money and luck go hand in hand the modern day generation is more inclined to test their luck. The internet is perhaps the best and easiest resource in which our youth can access the gambling world. "Computers are readily available for use in many high schools, college, and university libraries, and the cost of personal computers has been drastically reduced" (McBride 1). With this in mind, the student-athletes that have come to understand the internet gambling world have the most influential impact. NCAA President Cedric W. Dempsey stated that "For the NCAA, this creates the potential that a student-athlete could place a wager and then attempt to influence the outcome of a game while participating in the contest. We are also concerned that the growth of Internet gambling may be fueled by college students who have easy access to the Internet. Students and student-athletes who develop gambling problems behind closed doors are difficult to reach. The NCAA believes there is a serious need for federal legislation prohibiting Internet gambling" (NCAA News Release). Dempsey's fears are rightfully placed since incidents like these are not uncommon among student-athletes. One NCAA-sponsored studied revealed that "of 2,000 male student-athletes in Division I basketball and football programs surveyed about NCAA rules violation, 25% reported that they gambled on college sports events other than their own while in college. Four percent admitted that they wagered on games in which they had played, and three of the athletes said they changed the outcome of the game in which they participated" (Saum 1). Results like this only show a portion of what could be a larger number of student-athletes that may be involved with sports gambling and could have directly impacted the results of a game in their respective sport. This alone changes many assumptions of the nature of sporting events and

Refer to the Project Data provided on Blackboard by the Instructor Statistics

Refer to the Data provided on Blackboard by the Instructor. The data shows student enrolment in a private college from 1965 to 2005 - Statistics Project Example By viewing the graph, we observe that the student enrolment has been constantly non decreasing over the past 40 years. The trend line is almost a straight line. If we form an equation with year as independent variable (1965 as 1 and 2005 as 41), the regression equation so formed is y=51.46x+1773.228 with R2=0.935. Almost 94% of the dependent variable enrolment is based on the year (for every increase in the variable year, there is a corresponding increase in the variable enrolment). The student enrolment is constantly increasing over the year and for only few years it got a slight decrease say during the years 1968, 1971, 1972 and 1984. For all the other years the enrolment never came down even for a single year. Stem-and-leaf plots use the original data values to display the distributions shape. The plot for enrolment visualizes the positive skew statistic seen in the descriptives table; the values cluster uniformly in a range of 2000 to 3000, then disperse gradually for the forthcoming years. From the above boxplot, the median is somewhere around 2800 and we observe that more values are above median. Also Mean>Median>Mode. So the distribution is positively skewed. Most of the years had admission above 2800. There is one outlier that is, the 41st observation which has a value 4465.64. This indicates that the last year that is, 2005 the enrolment is much more than the average enrolment. This may have an influence on skewness. From the above table of descriptive statistics, it is clear that the minimum is 1900 and the maximum is 4465.64 with range 2514.643. The median is 2782 and the mean of enrolment is 2854.04. The standard deviation is 637.48 with coefficient of variation nearly 22%. It is reliable data since the coefficient of variation is not above 25%. So the data is somewhat consistent. The skewness is 0.693 is close to 0 and the kurtosis is 0.0147 which is more close to 0. So, the distribution is almost normal and it is

Educational Biography Statement Personal Example | Topics and Well Written Essays - 1250 words

Educational Biography - Personal Statement Example The first lesson I learned in school was about authority. I learned that you did not question it. My parents were the type of parents that were always on the side of the school. They had a sort of conflicted relationship with public schools because they both had a difficult time in school. On the one hand, they recognized that the people in school were professionals and were there to teach me. They had a lot of trust in my individual teachers and always believed what they said. If I went home and said, â€Å"Mrs. Kershaw smacked my had with a ruler today!† they would ask me, â€Å"Well, what did you do?† They never questioned a teacher’s authority to discipline or teach me, so this taught me to listen and obey my teachers. On the other hand, my parents were almost paranoid about the institution of education. They were suspicious of the people at the very top. The superintendents, principals and specialists that ran the school and were responsible for the big pict ure were viewed as lazy and wasteful. Nothing they did was every OK with my parents. They railed against tax increases, curriculum changes and decisions about school safety. It took me a long time to realize that my parents were taking a stance against what they perceived as management (Cook, 1978). Both were laborers and they viewed my teachers as peers, but everyone else was management. I was in high school before I figured out why my parents were so supportive of the education system on the one hand, and so against it on the other. This was the beginning of my own conflicted feelings about schooling and education. By high school, I could see that my parents wanted me to get a college education so that I would be a part of a class of people that they mistrusted. I know that this sounds conflicted, but that’s my parents. They wanted me to be more secure than they were themselves, but their view was that the only way this could happen was to be something other than I was. Not quite fitting into a defined social position is not something new for me. From elementary, through middle and high school, I always felt that all of the students were strongly encouraged to fill a slot in a specified, existing group. Some students are academically inclined, others are athletes. Some students are compliant while others are rowdy troublemakers. There seemed to be a lot of either/or decisions that were expected of me in school that caused me to question what I was and what I really wanted out of life. Two of these incidences that were very powerful occurred when I was in elementary and high school. They both involved a conflict in scheduling that could have been resolved had the school not been trying to force me into a specified social construct. In elementary school, there were many activities that were commonly called pullouts by the teachers. Looking back, I realize that some of these pullouts were for students that struggled to learn, but others were and effort t o differentiate instruction for small groups of students (Tomlinson, 2005). I was identified as Gifted students, so one of my pullouts was a required class called Reach. I met with other Gifted students at this

Explain the scientific method and scientism. What are the criticisms Essay

Explain the scientific method and scientism. What are the criticisms of scientism Are they effectrive - Essay Example Scientism, therefore, involves having the strong perception and belief in sciences and its outcomes. This paper seeks to discuss scientism basing on the critiques of the scientific method. Scientism gets the definition by critiques as a provisional worldview based on the realism of the universe and its significance. Most critiques argue that scientism seeks to derail humanity through questioning the boundaries about nature that science has already created (Black, 2009). This, in an example, means that although there exists many and different species of human in the globe, scientism focuses on their beliefs. It is in this respect, an individual can presume that scientism is focused on restricting human inquiry. Scientism, therefore, does not consider the improvement of live through science but rather question the idea of life itself (Margolis, 2003). Other critiques, moreover, put forward that even science itself cannot critique any aspects of the philosophy of scientism. This develops after one accepts that it is only through science that man gains knowledge. Summarily, these critiques of scientism are effective since they point out how the philosophy of scientism limits human inquiry. This means that when one shares the perspectives of scientism, they cannot have the zeal for further inquiry about

Congestive heart failure Essay Example | Topics and Well Written Essays - 1250 words

Congestive heart failure - Essay Example This is most applicable to diseases that are most often found among the susceptible members of the population, such as the elderly, the children, and people with compromised immune systems. The need to integrate several concepts makes nursing a dynamic and challenging career. The identification of roles, potential legal issues, and evidence-based practices with regards to the care of patients, particularly those that have congestive heart failure (CHR), as well as the integration of these practices with the conceptual framework of the Helene Fuld School of Nursing (HFSON) shall be discussed in this paper. Congestive Heart Failure as a Health Problem Congestive heart failure (CHF) is one of the most debilitating diseases that affect adults, with up to 670,000 people getting diagnosed annually, as well as one of the primary reasons why people at the retirement age get hospitalized (WebMD, 2012). It can occur either as an acute or chronic condition among susceptible individuals, and it could affect the left, right, or both ventricles of the heart (ADAM, 2012). It is not necessary that all heart failures are the results of heart attacks, arrhythmias, or heart valve diseases, but these can be the major causes for the onset of the disease. Other causes of CHF are: ischemic heart disease; hypertension; alcohol; viral myocarditis; thyroid disease; cytotoxic drugs; familial congenital heart disease; amyloidosis; sarcoidosis; and hemachromatosis (Johnson and Brooksby, 2009). A person with CHF develops a weakened heart, and its thickening and weakening causes it to fail in pumping enough oxygenated blood within the body, which in turn causes the patients to have fatigue and slow movements. Aside from these symptoms, CHF patients also have lung crepitations, pulmodary edema, swollen ankles, enlarged liver, or dyspnea (Paulus, et al., 2007). If the onset of the disease had early prognosis, patients may have better chances of survival and quality of life by undergoing surgic al enhancements of the heart such as bypass surgery or having an electronic pacemaker, and followed up by medications such as ACEI, ARB’s and diuretics. But if not, and the disease has been long term, palliative or end of life care is given to CHF patients (Johnson and Brooksby, 2009). Whether under outpatient, inpatient or palliative care settings, nurses have an important role in providing care for patients with CHF, and they able to give this care by having proper lessons and trainings, as well as being familiar with the guiding principles in the nursing profession. These are usually provided for by the schools that nursing students study in. Integration of the HFSON Conceptual Framework in Handling Patients with CHF The Helene Fuld School of Nursing or HFSON is a college that recognizes nursing as a multi-level career, which is the root of its commitment in advancing licensed practical nurses to associate degree registered nurse level in the short span of one year (Helene Fuld College of Nursing, [HFSON], 2011). Their curriculum is based on the philosophy, the faculty’s beliefs on education, nursing, nursing education, person, health, and environment, and the incorporation of the legal definition of

Define And Discuss The Term Ethics From Your Own Perspective Coursework

Define And Discuss The Term Ethics From Your Own Perspective - Coursework Example al., 2012, p. 3). Acceptable behaviour is usually dictated by laws and religious norms. General perceptions are that persons who are ethical will usually conduct themselves according to norms dictating what is good and what is right and persons who are not ethical will act in ways that are not good and inherently evil. However, ethics is not merely concerned with acting in appropriate ways, but also concerned with omitting to act in ways that enable wrongdoing or is complicit in wrongdoing (Braswell, et. al., 2012). It would therefore appear that ethics not only demand that ethical individuals act in ethical or good ways, but that they also police unethical behavior. Whether or not this is realistic or fair, does not appear to be a concern. It does appear to be lofty goal for individuals to follow. However, when looked at within the parameters and operations of the criminal justice system the definition of ethics as a tool for moral responsibility and accountability makes sense. As Pollock (1993) informs, ethics in criminal justice studies ensures that those involved in the criminal justice system are able to identify â€Å"ethical issues†, gain empathy with others regardless of where they stand on an issue, and to â€Å"evaluate alternatives to dilemmas using ethical rather than legal or egotistic criteria† (Pollock, 1993, p. 377). Ethics permits all parts of the criminal justice system to be understood and supported as key components of the necessary machinery for engendering social order and social control in a free and open society. Ethics helps criminal justice actors to understand how all parts of the criminal justice system fit together in ordering of society (Pollock, 1993). Ethics in this regard is also important for individuals who make up parts of the social order and the social system. The individual’s ethics education begins at home and is branched out into the community in which we come into contact with others. Thus what we learn at home is inevitably taken into the larger community. Thus when both family and community values are ethical, crime and justice is not only understood but minimized via a collective sense of right and wrong and fairness and justice (Braswell, et. al, 2012). In this regard, ethics is directly connected to criminal behaviour and appropriate responses to criminal behavior. 2. Explain and Discuss Kant's categorical imperative. How appropriate are his views in today's criminal justice field? Kant was of the opinion that consequential theories in evaluating and explaining ethics did not pay enough attention to the issue of duty. Kant also took the position that these theories did not pay sufficient attention to the question of â€Å"basic morality† or â€Å"good will† or the intention to do good† (Braswell, et. al., 2012, p. 16). Thus Kant developed what is referred to as the categorical imperative which is contrasted with the â€Å"hypothetical imperativeâ €  (Braswell, et. al., 2012, p. 17). Hypothetical imperatives make allowances for a â€Å"command that begin with ‘if’† (Braswell, 2012, p. 17). For instance, a hypothetical imperative might function in the sense that an individual may decide that if he wanted to obtain a satisfactory academic outcome, the individual should be more academically prepared. Categorical imperatives are not hypothetical and therefore not prefaced by ‘ifs† (Braswell, 2012, p. 17). Kant formulated a number of aspects of categorical imperative. Two of those formulations are the universalizability

Discuss the Greek background into which Christianity developed during Essay

Discuss the Greek background into which Christianity developed during the first century A.D.and discuss the Jewish bckground into which Christianity was born uring the first century A.D - Essay Example ace, the order would have to overcome the culturally and religiously embedded polytheistic ideas that served as a bridge between the current Greek society and the historical Greek society. Making the cultural transition from this set of religious doctrine to that of the Christian one would not be seamless; however, there were aspects of the Greek religious and cultural landscape that facilitated the shift in parallel to one taking place in the Roman Empire. The Greek religious context of First Century Christianity was predominantly one of an ideologically opposed polytheism in which a pantheon of different gods and goddesses took part in influencing the course of human and natural events. The hierarchy of gods, with a king Zeus having a level of power over other gods, displays a very anthropomorphic center in the Greek folk religion. Each of these gods and goddesses possessed control over some general category of nature, or, in other cases, some abstract concepts. The Greek deities were immortal but not all-powerful (omnipotent). The gods were subject to a sense of fate that could not be violated. Like human beings, the Greek deities were not perfect, and often had extensive relationships with human beings. The gods had human vices and fell victim to the same kinds of weaknesses in will that humans are famous for, such as the will to outdo others in competition. In addition, the Greeks associated certain individual gods with cities, su ch as the famous association of Athena with the city of Athens. Clearly, there are some ideological parallels between this description of Ancient Greek faith and the orthodox Christianity that emerged in the First Century. The Christian God was immortal (though omnipotent), and was profoundly anthropomorphic, especially in the traditional Old Testament conception. The hierarchy of gods in the Greek religion corresponds to the hierarchy of the orthodox faith, especially in what many Christians would come to create with the Great