Gambling and Pathological Problem Essay Example for Free

Gambling and Pathological Problem Essay Prior to the case studies and research reports by known psychologist of our time, gambling is see as an act of passing away the time in a friendly atmosphere of playing for money. When gambling is becoming a habit for someone, gambling started to connote as an act that is bad, especially when the person involved in gambling bets his money allocated for the need of his family for food and rent. This connotation would only come in such cases that are already of the extreme. But basically gambling is seen then, as it is right now, as a way of diversion from the strain of necessity of daily living. This is one the reasons why governments allowed the buildings of casinos and the existence of other forms of gambling wherein people can bet and probably win huge sum of money. On the other hand, when is the time when one could say one is pathological gambler? This question has been an issue that has been asked and a subject of inquiry of many psychologists and scientists. Or is there really such a thing as a pathological gambler? When can we assume that a person is already suffering from a pathological disease called gambling? Gambling as a Pathology: History It is only during the advent of twentieth century when there rose an interest from the part of psychoanalysts on the act of gambling (Rosenthal, 2003). Starting in 1914, these scientists contributed enormous case studies, research reports, and speculative essays by which patients marked as gamblers were identified as gabling addicts. The most prominent of these psychoanalysts was Freud who displayed a particular interest in to why people would consciously seek for themselves a way to repeatedly engage in a self-destructive gambling behavior. He believed that these gamblers are not really for the money per se when they participate in a gambling game but they gamble for the sake of gambling itself, which psychologists term now as â€Å"the action. † It was Freud who labeled gambling as an addiction, forming a triad along with alcohol and illegal drugs (Freud, 2002). On a cursory look at the state by which gamblers go on with their habit, we can thus say that gamblers, one way or another, is a participant in the process by which they abuse themselves by going to casino everyday to lose huge money, which include probably money allocated for their rent and food. As the years went on, concern about gambling tended to give more focus on the gambler’s â€Å"personal attributes† rather on the economic and social consequences of the act. Those who are involved with gambling began to be considered as problem gamblers. If the gambler’s problem with his habit becomes chronic, the â€Å"problem gambler† was seen already as a â€Å"compulsive gambler†. This term â€Å"compulsive gambler† is the early term used to describe pathological gambler according to National Research Council (U. S. ). Committee on the Social and Economic Impact of Pathological Gambling (1999). Gambling Pathology: Effects The best definition concerning the problem of gambling that has reached wide acceptance in the world, particularly Australia, as mentioned by Hsu (2005): â€Å"the situation when a person’s gambling activity gives rise to harm to the individual player, and/or to his or her family, and may extend into community. † In Australia for example as reported by Productivity Commission (1999) there is an estimated 1% of the Australian population who has a severe problem with gambling. An additional 1. 1% have moderate problem; thus creating a 2. 1% of problem gamblers in the whole Australia. Basing from the definition cited above, the pathology of gambling can be widespread and creates a great impact on the individual. The personal consequences of having a problem with gambling according to Leseiur (1996 cited in Hsu, 2005) can be depression, insomnia, anxiety attacks, cardiac problem, intestinal disorders, high blood pressure, migraine and suicidal tendencies. He mentioned that the family of the problem gambler can also bear the cost of, in particular the financial burden. When the problem gambler gets into debt because of his/her unmitigated habit or addiction to gambling, this would mean less family expenditures, overdue bills, utilities being cut off, personal or family belongings being sold or repossessed, or on an extreme case the family is left homeless (Hsu, 2005). Gambling Pathology: Psychology Over the past several years there has been a collective effort to understand the psychology of problem gamblers. The focus of these case studies and researches focus on the role of negative effect, personality factors, concurrent disorders, sex differences and role of cognitions. The relationship of pathological gambling with the depressive mood state of the person is probably one of the most seen predispositions as to becoming a problem gambler. The studies in this area have produced somewhat conflicting results. The reason for his is because some of the case studies failed to find any connection with depression to gambling. Yet, at the same time, there are research reports that stated otherwise. These reports found that there is a co-occurrence of depression to the problem of gambling. At the same time, there are studies that discovered that there is a link between gambling and anxiety or obsessive-compulsiveness. This involves the psychological process of the person wherein he gives a lot of time developing gambling strategies and gaming behavior. Blaszczynski (2005 cited in Toneatto and Millar, 2004) discovered that problem gamblers get a high score significantly on measures concerning obsessive-compulsiveness. People with obsessive-compulsive behavior have excessive preoccupation with gambling-related thoughts. In the case of Frost et al. (2001 cited in Toneatto and Millar, 2004) they experimented with obsessive-compulsive factors in lottery and resulted to the confirmation of Blaszczynski (2005 cited in Toneatto and Millar, 2004) findings: that pathological gamblers display more symptoms of being obsessive-compulsiveness. Meanwhile, there is concluding evidence that there is a relationship between gambling behavior and one’s desire for excitement arousal. This psychological aspect of problem gamblers has received an equivocal empirical support according to Toneatto and Millar (2004). Nevertheless, there are still results that come up with contrary findings regarding the aspect of desire for an aroused state. The explanation to these conflicting results is that sensation seeking level of every gambler differs across gambling activities. One more thing is that since gambling is not a homogeneous activity, the desire for an arousal of sensation may be more prominent or greater in some types of gambling activities than others. Moreover, sensation seeking on the part of the gamblers may be a state rather than a trait. On the other hand, the hypothesis of there is an association between impulsivity and disordered gambling follows with natural ease from being included in the list of pathological gambling among the list of impulse disorder as stated by Toneatto and Millar (2004). There are research reports that demonstrated that pathological gamblers get higher score on indices of impulsivity as compared with research control subjects. Petry (2001 cited in Toneatto and Millar, 2004) stated that impulsivity could be conceptualized and measured as a multi-faceted construct that take into account the such behaviors as orientation to the present, decreased in the ability to delay gratification, behavioral disinhibition, too much risk and sensation seeking, proneness to boredom, and lastly poor planning abilities by the problem gambler. There are also results from other significant research reports that identify relationships between gambling pathology and mental health disorders, particularly those of substance use disorders, mood disorders, personality disorders and ADHD. Petry (2001 cited in Toneatto and Millar, 2004) discovered that subjects who have a history or background of substance abuse and had gambling problem reported increased levels of somatization, obsessive-compulsiveness, paranoia and interpersonal sensitivity. In the meantime, according to a more recent case study performed by Ladd and Perry (2003 cited in Toneatto and Millar, 2004) stated that problem gamblers with history of undergoing treatment for substance abuse has reported to be suffering from depression, hallucinations, suicidal ideation and attempts. They also have difficulty controlling violent behavior as compared with pathological gamblers who had no previous history of being treated for substance abuse. Conclusion The study on the issue of a problem gambler just started during the advent of the 20th Century and this subject has been the favorite subject of psychoanalyst. Freud (2003) labeled it as a form of addiction and part of the triad which includes alcohol and illicit drugs. This addiction would later be termed as compulsive gambling which will later on evolved into a more specific kind of behavior called pathological gambling. The are case studies that tried to explain the psychology of a pathological gambler and experts discovered that these individuals exhibit certain degree of obsessive-compulsiveness and other personality behavior. Another point that must be understood is that these person are usually seeking sensation arousal when they commit themselves to gamble. References: Freud, S. (2002). The Psychopathology of Everyday Life. Penguin Group, New York Hsu, C. (2005). Casino Industry in Asia Pacific: Development, Operation, and Impact. Haworth Press, Binghampton National Research Council (U. S. ). Committee on the Social and Economic Impact of Pathological Gambling (1999). Pathological Gambling: A Critical Review. National Academy Press, Washington, D. C. Productivity Commission (1999). Australia’s Gambling Industries. Vol. 1-3 Rosenthal, R. (2003). Dual Dianosis. Brunner-Routledge, New York Toneatto, T. and Millar, G. (2004). Assessing and Treating Problem Gambling: Empirical Status and Promising Trends. Canadian Journal of Psychiatry. Vol 49 (8), 417-525

Speeding up the close :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Speeding up the close†   Ã‚  Ã‚  Ã‚  Ã‚  The article I choose to review is â€Å"Speeding up the close† by Gaye van den Hombergh and Laurie Streling from the magazine Financial Executive June 2004 issue. Companies with a 12-month accounting period otherwise known as a fiscal year are coming up with alternative ways to reduce time and speed up the process to meet the impending 60-day deadline. This article discusses fiscal year and the abilities of companies to close the books quickly to access real-time financial results, which, in turn, lead to better decision making. Companies spend or invest funds in projects that hopefully make the firm more profitable, having real-time financial results would make this more efficient. Faster closings means more time for the company to process the numbers, also a rapid close is a sign of the efficiency and success of management and the company. If management has real-time financial results it allows them to respond more efficiently to changes in the market, which, in turn, help investors make significant investment decisions. The article goes on to discuss the pressure mounting for virtual close, but how urgent is it, and is it worth the investment? A survey was conduct of financial executives in companies to see if the pressure mounting for virtual close is significant often to proceed with further action. The Johnsson Group found less than one out of five respondents reported a fully automated close, more than half said that their close process is semi-automated and requires some manual intervention, and a quarter replied that their systems need significant manual intervention. Speed up the close should not be viewed as a vital step to be taken all at once, but as an evolutionary process. The concept of virtual close shows us how far the finance organization have come in the pass couple of years in the time it takes to performing closings. Two-thirds of companies closed their books for the quarter in 4 to 7 business days, 16 percent are accomplishing their closings in 1 to 3 days, but on other hand 21 p ercent of the companies reported needing more than 7 business days for closing. Although companies have to be prepared to confront certain issues while obtaining faster closing, like less emphasis on training, leaving companies with fewer finance â€Å"historians who in fact know the rationale behind the processes and have a deeper understanding of the business†. The next paragraph in this article discusses a more strategic role for finance.

What affects outcomes for students in education

To find what might impact results for pupils in footings of instruction, we will look at a sample of larning theories to find which learning methods are most effectual, and the challenges it imposes on the instructors to guarantee the best results for their pupils. Basically in a primary school state of affairs, both the instruction methods and the environment of survey greatly affect the result for pupils. Through differentiated direction instructors can maximize the acquisition of each and every one of their pupils. There are a figure of different direction manners and methods that instructors use to teach efficaciously. One method ; ‘Cognitivism ‘ , looks to research brain-based acquisition, and theoretically, human heads in most instances can understand the nexus between a image and text, this ‘understanding procedure ‘ that takes topographic point leads to larning which is unforgettable and more meaningful. Using engineering in instruction is instrumental in helping instructors adhere to the demands of the pupils successfully and force them to their single abilities. This is supported by the multimedia rule which states that â€Å" people learn more deeply from words and images than from words entirely †[ 1 ]( Mayer, 1989 ) .A However, it is non effectual to simply add words to images to carry through multimedia learning.A During an observation at an Australian primary school, the instructors would on a regular basis equilibrate utilizing ocular mentions ( engin eering included ) in coaction with the theory side of information in their lessons. In order to maintain up with the social/economical root towards engineering nowadays it seems that the cardinal end of a instructor is toA instruct including media in add-on to other techniques. Another popular method ‘Constructivism ‘ sees larning as a state of affairs in which the pupil is an actively involved in the building of new thoughts and constructs based on old cognition from their ain experiences. Based on the work of Jean Piaget ‘s theory of cognitive development[ 2 ], Constructivism is considered one of the chief theories of kid development. Developed by psychologist Lev Vygotsky ( 1896-1934 ) in Russia, Vygotsky ‘s Social Development Theory is one of the foundations of constructivism[ 3 ]. This theory concludes that each pupil is non merely a space canvas where the instructor is the exclusive supplier of cognition, but alternatively a pupil able to utilize any pa st experiences or cultural beliefs as a learning tool. Continuous illustrations of constructivism and cognitivism have been observed exercised in the Australian primary school. Inevitably larning manners will differ within each schoolroom nevertheless the three chief types of scholars that have been observed are Ocular, Auditory and Tactile. The best manner for Teachers to near these fluctuations is to learn in a manner that is good to each larning manner. Teachers who accommodate a scope of larning manners in their lessons are more likely to prosecute their pupils into larning. There are legion factors that can act upon a pupils eruditeness in a schoolroom, to state this is to besides reinstate that â€Å" scholars are affected by their: ( 1 ) immediate environment ( sound, light, temperature, and design ) ; ( 2 ) ain emotionalism ( motive, continuity, duty, and need for construction or flexibleness ) ; ( 3 ) sociological demands ( ego, brace, equals, squad, grownup, or varied ) ; and ( 4 ) physical demands ( perceptual strengths, intake, clip, and mobility ) †[ 4 ]This can be seen as rather a challenge for the instructors to maintain in considerati on whilst besides seeking to guarantee the best results for their pupils. Harmonizing to a sample of Australian primary school pupils, things that positively affected their acquisition were the schoolroom environment, the scope of ways that they received information and the ability to work in groups where everyone was at a similar degree. Children will most probably do better educationally if they have positive mentalities about their school ( Kennedy, 1988 ) . Using differentiated direction means utilizing a scope of attacks to heighten larning for all pupils by affecting them in activities in response to specific acquisition demands and dispositions. A important factor for pupil success is to understand that these differences can be addressed and used in a manner that is more good to larning. During the observation at a Primary school the wise man instructor explained how pupils were organised into groups harmonizing to their different ways of larning. An illustration of such was seen when working on reading comprehension ; pupils that had a much more accelerated reading degree were grouped together, whilst another group consisted of pupils that were a spot lower with their reading degrees, and so on. The instructor explained that if the pupils were wholly taught as if they were the same degree it would hold a negative result, but by learning to run into a assortment of degrees this result could be avoided. In general, a schoolroom with d ifferentiated acquisition may look unmanageable and helter-skelter nevertheless in world it is more planned out than it may foremost look. On the impudent side, whilst a instructor can utilize differentiated direction in their schoolroom, it is rather hard without support from the school and its decision makers. Time should be made available in the course of study by decision makers for proper planning to guarantee the best possible consequences in the schoolroom. ( Holloway, 2000 ) In kernel this ‘segregation ‘ is about supplying options and non merely giving the higher degree pupils more work. ( Tomlinson,1996 )[ 5 ].A A A A A This assorted research and observation supports differentiated direction and how it positively affects educational differences and demands of pupils. These instructors had evidently included a assortment of different larning manners of pupils into their lessons, which in this peculiar observation determined that differentiated direction was decidedly the most effectual method to guaranting the best acquisition result for pupils as a whole. All pupils deserve the chance to be booming in their single degrees, particularly when it does supply a positive result for their hereafter.

UC Davis Acceptance Rate, SAT/ACT Scores, GPA

The University of California, Davis is a public university with an acceptance rate of 41%. Students will generally need a strong application and good test scores to be admitted. As part of the application, students will need to write four short  personal insight essays. Since UC Davis is a part of the  University of California system, students can easily apply to multiple schools in that system with one application. Located west of Sacramento, the schools 5,300-acre campus is the largest in the UC system. The schools excellence in research and teaching has earned it membership in the  Association of American Universities. UC Davis offers over 100 diverse undergraduate majors including arts, humanities, biological sciences, and engineering. The UC Davis Aggies compete mostly in the NCAA Division I  Big West Conference. Considering applying to UC Davis? Here are the admissions statistics you should know, including SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, UC Davis had an acceptance rate of 41%. For every 100 students who applied, 41 were admitted, making UC Davis admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 78,024 Percent Admitted 41% Percent Admitted Who Enrolled (Yield) 20% SAT Scores and Requirements University of California, Davis requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 71% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 600 700 Math 720 780 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UC Davis admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to UC Davis scored between 600 and 700, while 25% scored below 600 and 25% scored above 700. On the math section, 50% of admitted students scored between 720 and 780, while 25% scored below 720 and 25% scored above 780. Applicants with a composite SAT score of 1480 or higher will have particularly competitive chances at UC Davis. Requirements UC Davis requires the SAT writing section. Note that UC Davis considers the highest SAT with an essay score from a single test date. Subject tests are not required for admission to UC Davis. ACT Scores and Requirements University of California, Davis requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 29% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 31 Math 25 31 Composite 26 33 This admissions data tells us that most of UC Davis admitted students fall within the top 18% nationally on the ACT. The middle 50% of students admitted to UC Davis received a composite ACT score between 26 and 33, while 25% scored above 33 and 25% scored below 26. Requirements UC Davis requires the ACT writing section. Note that UC Davis does not superscore ACT results; your highest combined score from a single test administration will be considered. GPA In 2018, the middle 50% of University of California, Davis incoming class had high school GPAs between 3.97 and 4.25. 25% had a GPA above 4.25 and 25% had a GPA below 3.97. These results suggest that most successful applicants to UC Davis have primarily A grades. Self-Reported GPA/SAT/ACT Graph University of California, Davis Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex.   The admissions data in the graph is self-reported by applicants to University of California, Davis. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances University of California, Davis, which accepts fewer than half of applicants, has a selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. Keep in mind that California residents who apply must have a GPA of 3.0 or better with no grade lower than a C in 15 college preparatory  a-g courses. For non-residents, your GPA must be 3.4 or better. Local students from participating high schools may also qualify if they are in the top 9 percent of their class. See how to calculate your  UC Admissions Index. UC Davis, like all of the University of California schools, has  holistic admissions, so the admissions officers are evaluating students based on more than numerical data. Students who show special talent or have a compelling story to tell will often get a close look even if their grades and test scores are a bit below the norm. Impressive  extracurricular activities  and  strong essays  are all important parts of a successful application to UC Davis. All admissions data has been sourced from the National Center for Education Statistics and University of California, Davis Undergraduate Admissions Office.