Gambling Is A Risk And The Outcome - 987 Words

Gambling is an activity in which one bets money while participating in games that are, but are not limited to, cards, slot machines, sporting events, dice, and lotteries that may have a more beneficial outcome (Petry 2005). Fay (2012) found about 85 percent of U.S adults have gambled at least once in their lifetime. Unfortunately, gambling is a risk and the outcome is influenced solely by chance. Many Americans are occasional gamblers who bet relatively small amounts simply for the thrill and enjoyment of the game (Fay, 2012) While others are classified as pathological gamblers who lack the ability to control their gambling behaviors despite the negative impact that it may have on their lives. Fay (2012) reported approximately 2 million†¦show more content†¦It deprives us of the ability to move past patterns and broaden out ways of thinking. Culture can liberate us if we are willing to to refrain from the repetitive ways of thinking and challenging existing patterns. Thus, culture influences an individual’s decision to gamble. Gambling has been deeply embedded in human civilization since prehistoric times. Dice was discovered in an Egyptian tomb from 3000 BC (France, 1902). Smith (1948) found that during the establishment of the New World, the colony of Virginia was funded through lotteries. Interestingly, George Washington was believed to have purchased the first ticket (Smith, 1948). Among the Bushmen of South Africa, Ancient Chinese, and the American Indians, guessing games have been implemented into their rituals (Petry, 2005). Thus, culture influences an individual’s decision to gamble and how frequently an individual engages in gambling activities. Zitzow (1996) conducted a study in which he examined the gambling patterns of both American-Indian and non- Indians. Zitzow (1996) found that American-Indians began gambling at an early age and are more likely to become pathological gamblers than non-Indians. Zitsow (1996) found that this was due to American-Indians cultural belief in the notion of â€Å"good luck† and â€Å"fate†. In a similar study Wallisch (1996) found that Hispanics had higher gambling rates than did Caucasian. Perhaps, individuals tend to mimic the gambling patterns of those within in

Teaching Human Virtues Free Essays

Human beings grow and mature through their experiences in life. With the help of parents, friends and other people we get to know, human beings are able to learn many different lessons and knowledge. Human virtues are normally inculcated in our minds at a very young age, thought by no less than our immediate family members. We will write a custom essay sample on Teaching Human Virtues or any similar topic only for you Order Now Through time, we may or may not abandon the virtues that we believe in depending on our personal perceptions and our social environment. Nonetheless, human virtues can be taught not only because such virtues are ‘social constructs’ but also because human beings have the tendency to teach things by ostensive definition which can easily train people into believing many different things. John Locke proposed in Book II of An Essay Concerning Human Understanding that the state of human beings at birth can be compared to a tabula rasa or a blank tablet—the mind is basically empty of knowledge (Wood, p. 652). Conversely, we acquire knowledge through experience, specifically through sensory perception, as well as through our interactions with other people. One way of learning is through ostensive definition or defining what a concrete object or an abstract idea is by ‘pointing’ to the object or the manifestation of the idea. A child learns what a ‘chair’ is when somebody points an object chair to a child and tells the child that the object is a chair. Similarly, a person learns what the human virtue of kindness is when somebody points to a certain manifestation of the virtue and tells the person to observe the behavior. In essence, human virtues are abstract concepts that can be best understood in terms of their physical manifestations. For instance, the virtue of charity can be learned by observing a person who willingly donates some of his properties to charitable institutions such as orphanages. The virtue of bravery can be learned when a child sees a group of firemen trying to put out a fire from inside a burning building. There are also other ways to teach and learn different human virtues apart from ostensive definition. One of these ways is through formal education where students are taught what human virtues are with the help of books and other written articles. To a certain degree, learning institutions provide the theoretical framework for these human virtues. Thus, students learn the theoretical aspects of human virtues in the classroom while they learn the practical aspects of these virtues in real-life circumstances outside the school. From the state of tabula rasa, human beings progress into filling those empty slates with learning taught from experience, including human virtues. On the other hand, Aristotle maintains that human virtues can only be acquired by enacting the principle of the â€Å"mean†. According to Aristotle, virtues are the â€Å"mean† or middle values between ‘excess’ and ‘deficiency’ (Yu, p. 341). For example, courage is the mean of rashness—excessive courage—and cowardice or the deficiency of courage. How can an individual attain the human virtues or how can an individual live within the confines of the â€Å"mean†? To that question, Aristotle tells us that we should habituate our actions. Since every human being should strive to attain the good life or what he calls Eudaimonia, they should likewise see to it that they constantly practice the virtues so that they can be habituated. Following Aristotle’s theory, human virtues can be taught because virtues can be—as they should be—habituated. By performing virtuous actions to others and by habituating them, others are, in effect, taught about the value of these virtues. Those who are unaware of the idea that helping an old lady cross the street, for example, is an act of kindness can learn about the virtue by experiencing the act themselves. Children who are yet to fill their â€Å"blank tablets† with knowledge can be taught about human virtues through constant exposure to the action and by requesting them to do the same thing in their lives. In his book The Construction of Social Reality, John Searle argues that institutional facts are facts that have been socially constructed. That is, human beings and the society in which they live in are responsible for creating these types of facts. In that sense, human virtue can be considered as an institutional fact primarily because human beings have long proposed varying theories concerning the nature of virtues. Without human beings, one can hardly say that virtues will still exist. The fact that â€Å"human virtues† are called as such suggests that, without humanity, these virtues would not have come into existence. Following Searle’s argument, it does sound reasonable enough to say that human virtues can be taught. Like factual lessons taught to young people in classrooms and in the family, human virtues are also taught in almost the same manner. Some can even go to the point where they create their own virtue systems. The fact that there are varying conceptions of human virtues also points us to the idea that human virtues have been formulated across different cultures in different times. While one act may be considered absurd by one group such as cannibalism, another group may consider the act as virtuous. Among these varieties of groups, every respective virtue is passed on from one generation to another, making it survive through time or reducing it into inexistence or into another form. In highly traditional regions, virtues are taught either through word of mouth or through practice. For example, the virtue of â€Å"bayanihan† in the Philippines—the virtue where members of the community form a team to help a resident transfer his house to another location, typically through manual labor—is taught from one generation to the next through stories told to the younger members of the neighborhood and through the observation of the practice as it happens (Gibson and Zellmer-Bruhn, p. 283). In more modern countries, human virtues are taught through a number of ‘far-reaching’ ways; one of these ways is through mass media. For example, America is host to numerous television networks broadcasting hundreds of TV shows on a daily basis. Cartoons with a broad adult audience composition such as â€Å"Simpsons† and â€Å"King of the Hill† teach human virtues typically related to family matters through the stories of each episode and their characters. Children’s cartoons and puppet shows—for instance, Baby Looney Tunes and Sesame Street, respectively—are more likely to impart human virtues that can be easily understood and appreciated by children because they comprise the larger part of the audience share (Cross, p. 39). Those who think that human virtue cannot be taught may believe that human beings are incapable of teaching virtue in their pure form without alteration or bias. In effect, they might argue that what we consider as the virtues per se that we teach others are actually parodies of a seemingly endless string of parodies of parodies, ad infinitum. The response to that criticism is this: alterations only arise in specific contexts; virtues remain as they are in their general form. For example, a father may teach his children that it is only virtuous to avenge the death of their murdered grandfather when they become adults later in life. The father may have been given that impression about vengeance from the older generation of the family circle who also learned the â€Å"virtue† from those that preceded them, and so forth. And yet, the more general notion that causing harm to others is not virtuous remains. The more general notion that kindness and forgiveness are human virtues that should be practiced still remains intact. Others may also argue that human virtues cannot be taught because human beings are governed by their basic instinct for self-preservation. They primarily seek their personal interests and may or may not eventually promote the interests of others. Thus, they keep the virtues that can promote their personal welfare to themselves instead of teaching them to others out of fear of conflicting interests. The response to this argument rests on the very nature of human virtues; they are called â€Å"human virtues† because they presuppose that human beings naturally interact and share with others. Without sincere interaction and sharing, virtues can only be regarded as personal philosophies or personal guiding principles and not as what we know of them to be. They are called â€Å"human virtues† precisely because these virtues transcend individualism and selfishness. Otherwise, they would not be virtues in the first place. While it may be more or less likely true that human beings have a selfish gene, so to speak, it does not make them pathologically selfish beings. Neither does it totally prevent them from teaching human virtues to others, especially young children and those who need a lesson or two about them. It is through our daily experiences that we are able to learn human virtues as we observe them and, more importantly, as they are taught to us by those who know the virtues well enough. Although some people may decide not to teach others about human virtues, it does not consequently suggest that human beings are indeed incapable of teaching human virtues to others. The fact that each person can decide whether or not to teach human virtues to others also suggests that they can teach these virtues regardless of their personal decisions. A virtue taught to another individual may be in the form of an observed behavior, an ostensive definition or a theoretical example. Either way, human virtues can be taught. Not even the most selfish person in the world can deny the fact that human virtues have been passed on from one generation to the next. How to cite Teaching Human Virtues, Papers

Environment and Development Social Behaviors and Health

Question: Discuss about theEnvironment and Developmentfor Social Behaviors and Health. Answer: The world is rapidly urbanizing with substantial modifications in the standards of living, lifestyle, social behaviors and health. But the urban environment can impose many health risks and introduce new hazards (WHO | Urbanization and health, 2017). According to Frumkin (2016), developing countries experiencing the emerging health issues associated with urbanization mainly include environmental pollution related maladies, an upsurge of non-communicable diseases, poor water supply, and sanitation related disease burden, the impact of climate change and global warming on public health, deterioration of mental health etc. Environmental pollutions are increasing as a result of excessive vehicles and industrialization in the urban regions of the developing world. It can cause serious health issues such as asthma, chronic respiratory diseases, emphysema, heart diseases and several types of cancer (WHO | Urbanization and health, 2017). Reduced access to clear drinking water and poor sanitation are serious emerging health issues due to increasing urbanization which can lead to increased episodes of diarrhea and other water-borne diseases. Demographic and nutritional transition due to urban lifestyle raising the percentage of non-communicable diseases in the developing world. Thehealtheffects of climate change include increased cardiovascular and respiratory disorders, injuries and deaths as consequence of extreme weather events,increasein the occurrence and geographical distribution of water and food-borne diseases, new communicable infections, and deterioration of mentalhealth (CDC - Climate Change and Pu blic Health - Climate Effects on Health, 2017). Global strategies for sustainable development are highly influencing local actions. The sustainable development agenda launched by the United Nations (UN) efforts to tackle climate change and several associated issues. Ecologically Sustainable Developments represent one of the greatest challenges for government, industries, business and communities of Australia. Sustainable developments aim to fulfill the requirements of Australians in the present day while sustaining the ecosystems for the benefit of future generations. Strategies like Kyoto Protocol and Paris Agreement were launched by the UN countries to strengthen the global responses to climate change. These global strategies contribute in developing the actions on a local level (Department of the Environment and Energy, Australian Government, 2017). The global risks posed by non-communicable illnesses and the necessity to deliver effective and urgent public health responses were recognized by WHO and the global strategies for preventing non-communicable diseases were developed. Based on the recommendation of WHO, public health strategies in the prevention of non-communicable diseases in Australia were developed. Disaster resilience is a growing concern. Global strategies for preparing the urban areas to be as disaster resilience as feasible urging local governments to raise awareness about disaster resilience among residents. The Australian government also making strategies or disaster resilience influenced by global approaches. Many global strategies are there for the management of hazardous waste (Frumkin, 2016). Hazardous waste management act of Australia is influenced by these global strategies. This act confirms hazardous waste is dealt properly so that the environment and human beings, both inside and outside Australia, ar e protected from the dangerous effects of these wastes (Department of the Environment and Energy, Australian Government, 2017). References CDC - Climate Change and Public Health - Climate Effects on Health. (2017). Cdc.gov. Department of the Environment and Energy, Australian Government. (2017). Environment.gov.au. Frumkin, H. (2016).Environmental health: from global to local. John Wiley Sons. WHO | Urbanization and health. (2017). Who.int.

All That Is Incubus Essay Example For Students

All That Is: Incubus Essay Many bands are begun in high school with just a guitar, a set of drums, a garage, and a few good friends with the same passion for music, but not many rise to the status that Incubus has excelled themselves to in the years following high school. Throughout the past fifteen years, they have written and produced over sixteen albums and sold over sixty-five million albums worldwide (Sheffield p.1). With such hefty accomplishments already at their feet, they have propelled their names to the top of the music industry with the greats like Rush, 311, Primus, Jeff Beck, and numerous others (Home). ?In the late 1990s and early 2000s, Incubus was that rare breed: a n?-metal band with both a DJ and a hefty female fan base? (Sheffield p.1). What drew them to this new and innovative trend was the influence of many experienced, well-established bands and performers such as: Primus, Jeff Beck, 311, Rush, Bob Marley, and Red Hot Chili Peppers. With that wide variety of a line-up many styles and per ceptions are present. It was now up to Incubus to decipher what would become to be known as their style and what would not. Their choice of combining the reggae style with the contemporary rock style created such an new and interesting sound that it caught on instantly. For instance, 311 is a band that has been influenced by Bob Marley and the Red Hot Chili Peppers and has more of a relaxed, Caribbean feel to it (Home). This is demonstrated by Incubus in the songs ?Southern Girl?, ?Drive?, and ?Aqueous Transmission?. Of course it is not the exact replica of that style, but it would not be theirs if it was. They have added an alternative rock sound to it that has complimented it into mass popularity. Another example is the band Primus, which was influenced by the likes of Jeff Beck and Rush (Home).They had more of a metal/rock background and created more of that hard edge sound. Certain songs that follow this forte that Incubus has molded into masterpieces are ?A Certain Shade of Green? and ?Megalomaniac?. In these instances, the band leaned towards more of the alternative rock/metal sound rather than the reggae feel. But keep in mind that the reggae tone is in almost everyone of their songs, no matter how heavy it may be. In conclusion, there are a ridiculous amount of influences on every band that has ever performed. It is not fathomable for someone to be able to depict every aspect of that concept. What has been uncovered by my own knowledge is that Incubus is the classic all-American story of a band, which would be a group of teenagers in high school with a dream and a passion for one common goal. It just so happened that the founders of Incubus found a way to be so different that they would catch the eye of so many. Kudos to the band for using the resources of past performers to create that unique feeling and that unique ability to create and stir emotion in listeners everywhere. Although they do not meet the requirements for the Rock and Roll Hall of Fame just yet, I believe it is safe to say they are a good candidate to be inducted immediately when they meet the criteria.

How to Start Writing a Sample College Essay

How to Start Writing a Sample College EssayWriting a sample college essay can be confusing. It is especially true if you are going to write your essay based on a name or some kind of a theme. The first thing that you need to do is find a topic. If the topic is too common, it may take too long for you to make it a compelling title for your essay.If the topic is one that you don't know about, it may be too easy to make an argument from it. You will also need to make sure that your essay is not just another name for a theme. Too many people write 'theme college essay.'There are many different things that you need to keep in mind when writing a college essay. You will need to write about a concept that you know and find interesting. However, it is not necessary that you have the expertise that you need to do so. Sometimes, you can get it out of the way with your friends.As long as you are writing about something that you have some knowledge about, you will be able to explain it well enou gh for your readers to learn about it. However, if you are not skilled in writing, you will want to talk to other people who are skilled writers. This way, you will be able to use their writing skills to help you develop your own.Step one is to gather information. While it is possible to write the entire essay without being able to write, the chances are that you will have to learn some facts and figures before you can begin to write the rest of the paper. Your friends and family members will be happy to help you with this.Step two is to start to write the sample college essay. You should now be able to write short paragraphs about the topic. One word answers may be acceptable, but you will want to spend some time writing the short sentences that you will use in your essay. You should also make sure that you keep it short.The next important thing is to know how to edit. You may be able to use an online writing software program to help you. You can also use software to edit your work . Be sure that you are using software that is specifically made for editing college essays.In order to be successful at this part of the process, you will need to know how to start writing a sample college essay. Once you know how to start writing a sample college essay, you will be able to write the rest of the essay based on the material that you gathered. You will also be able to think about what you are going to write about and come up with a good idea for your writing.

Analyzing Persian Gulf Crisis Between Iraq And Kuwait Essays

Analyzing Persian Gulf Crisis Between Iraq And Kuwait In analyzing the Persian Gulf Crisis originally between Iraq and Kuwait, one must first understand the factors that contributed to the conflict. In 1980, Iraq carried out a major air and land attack on Iran. For eight years, the Iran-Iraq War grew more intense, until the U.S. accidentally downed an Iranian plane, killing 290 passengers. Three factors contributed to this war: (1) territorial dispute, (2) religious disputes between Islamic moderates and fundamentalists, and more importantly, (3) a personality conflict (also known as ego-mania) between Saddam Hussein, Iraqs president, and Ayatollah Khomein, the leader of Iran. During this war, the U.S. began to provide protection to Kuwaiti tankers, and hence, resulted in military conflicts with Iranian speedboats. Indirectly, the U.S. supported Iraqs actions in this war. While the U.S. was busy protecting Kuwait, Kuwait supported Iraq financially by giving it more than $10 billion. At the close of the Iran-Iraq War in 1990, Iraq was ea ger to pay its international debt. But how? Iraqs chief export was petroleum. According to Iraq, Kuwait was providing a surplus of oil in the international community by exceeding it assigned OPEC quota. Furthermore, Iraq accused Kuwait of stealing nearly $24 billion worth of oil from a location straddling their border. With his back against the wall, Saddam Hussein demanded forgiveness of the debt and $13 to $15 billion in reparations. After little progress in two months, Iraq invaded Kuwait. Immediately after the invasion, the U.S. led a coalition of states determined to protect Saudi Arabia and Kuwait. The Soviet Union was a part of this coalition. For the first time in history, the two superpowers were cooperating, rather than impeding, the Security Councils peacekeeping actions. Though the U.S. indirectly supported Iraq in the past, the Soviet Union ironically served as Iraqs principal supplier of weapons during the 1970s and 1980s. Now, the Soviet Union was teaming in a surprising joint initiative to liberate Kuwait form Iraq. This essay does not attempt to relabel Iraqs actions as just. It merely points out the false security blanket the U.S. and Soviet Union helped to give Iraq. They supported Iraq in a virtually pointless war with Iran, and when Iraq was drowning with the balance of the war and no life jacket its chief export petroleum the world teamed up against her. In any dispute, whether between children or countries, the peacemaker must indicate an understanding, not justification, of acts of war. Just as a child rebels against a parent that does not understand, a country does as such against a world that does not understand. Though the superior usually wins the fight, emotions and thoughts of retaliation only fester in the minds and hearts of the other victim of war. This statement cannot be stated at a more important time in history, as terrorist attack major landmarks in the United States. The offender seeks recognition of a cause. Do just that. Recognize and seek an understanding of the reaso ns and then move on to further actions. Political Issues

Legends Born Not Created essays

Legends Born Not Created essays The greatness of an individual is somewhat determined by contributions made to ones race and assistance provided to ones country. Perhaps, once in a generation, or even rarer, once in a lifetime, there exists that person, created by God, who not only contributes to a race, assists their country, but voyages far beyond greatness and inspires the world. Such a man, such a legend, no, such a hero was born on January 15, 1929 in Atlanta Georgia Martin Luther King, Jr. This ordinary man, this individual of theology, this legend, had a dream that was created to last far beyond his own mortality. Through leadership forged with determination and steeled with bravery, a foundation was laid that would lead us all to the promised land of equality. From the Montgomery Bus Boycott to the formation of the Southern Christian Leadership Conference to the March on Memphis, Dr. King remains a bastion (leader) of Black Power. Though the parapet surrounding Dr. King would be breached in Memphis, the work of this man to instill moral right will forever live. Through beliefs imparted in a small Baptist church in Atlanta, Dr. King would lead the March on a nation divided by color and separated by an ocean of indifference. His battle to have his children judged not by the color of their skin but by the content of their character required more than leadership. With bulldog tenacity, (Determination) Dr. King would rally a nation, armed with little more than the teachings of Ghandi and an eloquence of speech. Though Rosa Parks provided the impetus for the Montgomery Bus Boycott, Dr. Kings resolute determination propelled the issue to the United States Supreme Court. The Stride Toward Freedom and Kings manipulation of the public psyche had begun. Using the pulpit provided at the Dexter Avenue Baptist Church, King sojourned with an issue lesser ...