One student at Louisiana State University in Baton Rouge was recently accused of bilking the school out of $3,000 in a payroll scheme to support his gambling habit (Breaux Pp). Research suggests that the amount of underage casino gambling is substantial and that teenage casino gamblers also gamble on lotteries as well (Brown Pp)
Although gaming peers may promote tendencies to gamble, other influences such as time pressures, money, and knowledge, may constrain those tendencies (Brown Pp). A study released in 2004 that surveyed 1,350 undergraduates at the four campuses of Connecticut State University during fall 2000 found that 18% of the men and 4% of the women reported that gambling had led to at least three negative life consequences commonly defined as problem gambling (Steinberg Pp)
8 and 95.4% of male and female students, respectively, agreed or strongly agreed that marital rape should be prosecuted in the same way stranger rape is prosecuted (Auster and Leone 146)
Marital Rape Attitudes toward Marital Rape among College Students Close to 62% of female rape victims are between the ages of 12 and 24 (Rosenthal 407), an age group which encompasses the college years
Because of this negative stigma, and because traditional images of sports are largely perceived as incompatible with traditional roles for women, female athletes are likely to be discouraged from participating in sports activities in colleges and universities, due to numerous factors, including gender conflict and discrimination. For many years, women have played sports for various reasons, including the simple reason that they enjoyed the pleasures and challenges of athletics (Cahn, 1999)
The 1972 legislation, one of 13 amendments to the Civil Rights Act of 1964, launched revolution in the way that federally funded schools treat women in athletic programs. It simply states (Funk, 2002): "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance
Women's Sports Women's participation in college sports has increased significantly since Title IX was passed in 1972, but research fails to show that female athletes get the status, respect and approval that athletic participation brings to males (Royce, Gebelt and Duff, 2001)
Almost everyone -- except perhaps for the cut players -- would say that's fair. But what happens when a university cuts an entire team of male players to make room for women? Is that fair?" This is a popular question in athletics departments as they try to comply with Title IX standard and create an equitable situation for female athletes (Suggs, 1999)
Professor Barbara Bank (Women's Studies, University of Missouri-Columbia) reports on a survey that measured self-esteem for women at a women's college, a women's college that coordinates with a men's college, a coeducational college, and a men's college that recently went coeducational. Women were interviewed during their freshman and sophomore years and given this statement to respond to: "On the whole, I am satisfied with myself" (Bank, 2003)
Analyze the factors, conditions, and values influencing present-day women to enroll in coeducational colleges. Historically the argument in favor of women attending coeducational colleges has been that the academic discipline imposed on students would be beneficial for both genders; that is, in terms of values, men's "manners and discipline" would be improved as would "women's feminine character" (Carreon, et al
It would not be unreasonable to refer to women in the 1920 -- 1930 window of time in American history as pathfinders. Professor Mary McComb explains that in 1930 women workers and students "were perceived as larger threats" than in previous era; indeed, the "new women" in the 1930s received "a fair share of scorn" by pursuing higher education and entering the workforce in substantial numbers (McComb, 2006)
Clearly, women have preferred coeducational experiences, if only 3% of the degrees earned by women came from women's colleges. Meanwhile when women were admitted to Columbia College (the last Ivy League school to become coed), in the first graduating class the valedictorian and salutatorian were women, and most of the awards went to women (Morgan, et al
The women of this generation certainly paved the way for women in education today. Meanwhile, in 1945, following World War II, the large public coeducational institutions were admitting more women, and they "…created programs that served the higher educational needs of women" (O'Connor, 2010)
Statistics show that women become more self-confident with degrees from women's colleges; hence, since employers want staff members who are confident in their abilities, these educated women are well qualified in that sense. Moreover, women's colleges produce graduates that learn to "persist more" and that aptitude of persistence plays an important part of becoming a professional in a career (Smith, 1990)
College women were featured in magazines and newspaper as being provocative, attending wild parties where alcohol was in plentiful supply. According to author John Thelin, the coeds in that era made headlines in some Midwestern and eastern publications vis-a-vis rowdy parties and engaging in "promiscuity" (Thelin, 2013)
The substantial number of women who attended colleges during that period -- and the programs that were developed due to the large number of women applying to attend colleges -- has certainly had an influence on today's female student Analyze the factors, conditions, and values influencing present-day women to enroll in women's colleges. Essayist Lisa Wolf-Wendel explains that in coeducational settings, women do not "necessarily" have the same positive experiences that men do (Wolf-Wendel, 2012)
Q5.How will the curriculum nucleus influence the curriculum design? The curriculum nucleus is defined as consisting of core curriculum concepts; key professional abilities; principal teaching-learning approaches; and philosophical approaches (Iwasis, Goldenberg, & Andrusyszyn 2007)
Such an atmosphere according to many is more conducive to higher learning (Jost, 2001). An ethically diverse atmosphere encourages learning and self development according to others (Gurin, Dey, Hurtado & Gurin, 2002)
They claim it is necessary to balance out the student population and create an ethnically diverse atmosphere. Such an atmosphere according to many is more conducive to higher learning (Jost, 2001)
They claim it is necessary to balance out the student population and create an ethnically diverse atmosphere. Such an atmosphere according to many is more conducive to higher learning (Jost, 2001)