Gambling Addiction Literature Review

Gambling Addiction Literature Review Chapter 2: Literature Review 2.1 Introduction This chapter covers a review of past literatures pertaining to the topic under study. As an opening, it brings in the limelight the backbone of gambling. Several definitions about gambling and the rationale behind are put forward as described by several authors. Following this, the different types of gambling activities adopted by the university students are highlighted; namely poker, sports wagering and lotteries for example. Furthermore, gamblers response towards the gambling activities and their problems are reviewed and contrasted. 2.2 What is gambling? Gambling is the wagering of money or something of material value (stakes) on an event with an uncertain outcome with the primary intent of winning additional money or goods. Three key elements in gambling are: Consideration, Chance and Prize (I. N. Rose, 2013). McGill university review refers gambling as any game or activity in which you may risk money or a valuable object in order to win money. The elements present in gambling are firstly that one needs to realize that by gambling, something valuable is being put at risk, secondly the outcome of the game is determined by chance and finally once a bet is made it is irreversible. 2.3 History of gambling: Gambling is one of mankind’s oldest doings as indicated by writings and equipments found in tombs and other places. The foundation of gambling is considered to be divinatory by emitting marked sticks and other objects and inferring the upshot, man sought the understanding of future and the aims of gods. Anthropologists have also pointed to the fact that gambling is more rampant in societies where there is an extensive belief in gods and spirits whose compassion may be sought. With the advent of legal gambling houses in the 17th century, mathematicians came to a decision to take a serious awareness in games of randomizing equipment, such as dice and cards, out of which grew the field of probability theory. Organised approved sports betting dates back to the late 18th century where there was a swing in the official stance towards gambling, from considering it to a sin to considering it to a vice and a human weakness and lastly to seeing it as a mostly harmless and even entertaining activity. By the start of the 21th century approximately four out of five people in western nations gambled at least every week. 2.4 Who is a gambler? A person who wagers money on the outcome of games or sporting events can be categorized as a gambler. Gamblers can visit gambling houses, or through any other facility, to place their bets and hope for a win. There are three common types of gambler the social gambler, the professional gambler and the problem gambler. The professional gamblers are the rarest form of gambler and do not depend on luck but much more of games of skills to make an earning. They have full control over the money, time and energy they are spending on the game. The social gambler considers gambling to be a recreational activity and they maintain control of their betting, the energy and the time they spend on the game. They consider their betting to be a price to be paid for entertainment. Problem gambler involves the continuous involvement in gambling despite negative consequences and this can lead to other health and social problems. 2.5 Gambling across the globe 2.5.1 Gambling age The gambling age across the globe varies greatly. In some countries and areas gambling is proscribed altogether, in others gambling is only authorized for foreigners. In some areas, everyone is allowed to play but the betting age requirement is not the same for citizens as for foreigners. An example of such a country is Portugal where foreigners are allowed to venture in all casinos at the age of 18, while citizens need to be 21 or 25 depending on the gaming house. The most familiar gambling age across the sphere is 18 years and more than 50% of western countries have this gambling age. There are nonetheless abundance of examples of countries that have a superior limit, such as Greece and Germany. Germany is a good model of how thorny the question of gambling age really is as Germany, just like in the USA, has different ages in different states within the nation. Most German states require you to be 18 years old, but some have placed the age constraint at 21 years instead. Generally speaking, one can see a trend of countries and states lowering the gambling age from the once dominating gambling age of 21 year to just 18 years. This trend has been going for quite some time and across large parts of the world. 2.5.2 Top of the world Certain countries are, as a whole, hot ongambling. Measured in terms of loss per capita of adults, the two top nations containing the maximum loss stand head and shoulders above the world. Those two infamous gambling Mecca’s are Australia and Singapore (American Gaming Association, 2006). The top five countries as to gambling losses per capita of the adult population comprise: Australia, Singapore, Ireland, Canada and Finland. The average net yearly per adult expenditure on gambling for these nations runs from $1,275 down to $540 (American Gaming Association, 2006). 2.6 Gambling in Mauritius: It was recently declared that the Council of Ministers in Mauritius endorsed the resolution that bookmakers operating out of the Champ de Mars racecourse are now permitted to work only on Fridays and Saturdays. Till now they were allowed to take bets upon publication of the official program of races on Thursdays. The raison dà ªtre set for this decision is that it will smooth the progress of condensing the influence of gambling on the Mauritians. Gambling has become part of the foundation of the Mauritian society over the years. This takes account of casino gambling, online gambling, horse race betting and the â€Å"loterie verte†. Althoughhorse racingis still a popular betting sport, the Lotto, since its preface on the 7th of November 2009 as the new national lottery, has exceeded it in standing. We just have to pay attention to the radio for a few minutes or take a glimpse at the billboards when driving on the public road to get to know about the jackpot for the coming draw. There are more than 500 counters across the island in supermarkets, petrol pumps, and shops facilitating customers to play the Lotto. Around 12 scratch cards have also been pioneered giving people the prospect of winning instant money. When people primarily used to place their hard-earned money on horses, now they are being ensnared into wasting it on the Lotto. A considerable number of people are already conquered by the â€Å"jackpot feverâ₠¬ , spending more than usual when the jackpot gets bigger. 2.7 Types of gambling: Gambling is a vast world which compromises of many branches from which people try their luck in the hope to make more money or just for the thrill of the game. In Mauritius you can easily find casinos, gaming houses (which is smaller than a casino but offers the same service for middle class players) and shops where you gamble. Some of the available forms of gambling present on the island are: 2.7.1 The lottery. The ‘lottery verte’ and the Lotto are the most common and most profitable types of gambling for the government in Mauritius. The ‘Lottery verte’ is a monthly lottery where you have to buy the tickets at a retailer, which can be found everywhere, and you just have to wait for the end of the month to check your results and see if you have won. The prices of the tickets are Rs10 each and you are eligible to win prices ranging from Rs 100000 to Rs 10 million. On the other hand you have the Lotto which settled itself in Mauritius more recently and now it’s the new craze for Mauritian. The idea is that you have to select 6 numbers out of 40 (each number can be selected only once) and then you just have to go to any supermarkets or retailer to validate your 6 numbers. Each ticket cost Rs20 and you can play as much ticket you want. The lottotech, the company which runs the lotto, makes a public draw, on air, on the national channel every Sa turday. The lotto is a lottery where you have a cumulative jackpot, that is if no one wins the jackpot this week then the other week they will add this to a new jackpot thus every time you have the chance of winning a bigger one if you lose, and this jackpot starts at Rs5 million and can go up to Rs70 million (biggest jackpot won till now). 2.7.2 Horse racing. Horse racing is anchored in our society for ages and it forms part nowadays in our cultural and historical heritage. It was introduced in Mauritius by the English before the independence and it is still going strong. In the beginning horse racing was more for fame and social status than for making money and gambling. Latter to make the horse industry run and thrive, the board introduced betting on the horse racing and this was also a good opportunity for government to get tax money. Horse racing is a huge event in Mauritius, every Saturday and on some special occasions on Sundays we have horse racing at the Champ de Mars which is the race tracks found in the capital Port Louis. Nowadays in every rural and urban area you can find bookmakers who will take your bets on the horses as from Friday and on racing days you have a huge crowd who converge to the Champ de Mars for the fun and in the hope of making money. 2.7.3 Casino. A casino is a facility which accommodates certain types of gambling activities such as slot machines, poker, blackjack, big or small, van lak, dice and roulette for example. Casinos are situated at strategic areas to lure more and more clients, such strategic areas might be near hotels, touristic attractions, or even a city or town which is well frequented by many people. In Mauritius you have many casinos or gaming houses, which are smaller casinos but still well frequented by the people, found in the urban areas such as Rose-Hill, Vacoas, Port-Louis and some touristic places such as Grand Baie. Most games played have mathematically-determinedoddsthat ensure the house has at all times an overall advantage over the players. This can be expressed more precisely by the notion ofexpected value, which is uniformly negative (from the players perspective). This advantage is called thehouse edge. This is why there is an adage â€Å"the house always wins† for the casinos . In Mauritius nowadays we can witness more and more casinos being offered a patent and opening their doors to the public. The government knows that this is a prolific market and if they can make gambling accessible to more tourists and people it will surely be an advantage to them since the casinos have to pay a huge tax and money to get their patent. We can see that several tournaments are being organized in Mauritius, such as the World Poker Tour National Mauritius, which lures people from all over Africa and the Indian Ocean to come to Mauritius just to play poker. The hotels now when they are advertising the island they also advertise casinos to get more tourists, a new clientele and a really good strategy that differs from other hotels as they are targeting more and more high class ‘gambling tourists’ and which is a very profitable market. 2.7.4 Scratch cards. This is the new craze among the Mauritian people. Scratch cards are simple and easily available across the whole island. The rule is simple just buy one and you have to scratch the opaque surface which concealed the information, if you get the required symbols you win, and the most attractive part of it is the opportunity to win instantly as compared to lottery where you have to wait for the draw and the prices at which they are sold and the prizes that you can get from it. Cards can range from Rs20 to Rs100 and prizes may vary from Rs200 000 to Rs1 million. The scratch cards are supervised by the Lottotech the same company which manage the Lotto in Mauritius. 2.7.5 Online gambling. Easy, availability, and affordable are the words usually associated with online gambling. Easy to log in on some betting sites, no account needs to be created and no fees to be paid. Availability because of the fact that it is all over the internet, you do not have to look far to find online gambling sites. Banner ads and pop-ups can be found on mostly every site which has a high level of traffic by people. It is affordable since some sites just let you bet for free and if you win then you have to cash in to be able to play, some allows you to choose how many you want to bet and give you live odds according to what is happening which cannot be found elsewhere. Online gambling targets most of the time teenagers, this is a strategy called ‘grooming’ whereby they make the teenagers feel acquainted with the attractiveness of the game so that when he becomes older he will still be a potential income earner and a player. 2.8 Gambling among university students Gambling is omnipresent among university students as demonstrated through researches. The vast majority of students gamble without experiencing ill effects, yet almost 8% of university students may build up a gambling problem (Derevensky, J. L., Gupta, R. (2007). Gambling was once an acceptable form of entertainment on campuses but with the new laws, it is now forbidden to participate in any kind of gambling activities, but still it can be found everywhere. However, the warning signs of developing a gambling problem are not brought forward, as is seen with other potentially addictive behaviors, such as drug use and alcohol consumption. With the swell in gambling venues, social recognition of gambling, and access to extensive and inexpensive means of gambling, it is not astounding that studies have found high rates of gambling linked adverse problems among college students. 2.9 Problem gambling Problem gambling or ludomania is an urge to continuously gamble despite harmful negative consequences or a desire to stop. The prevalence of problem gambling has been evaluated at 7.8% among university students which is considerably high than the roughly 5% rate found among the general population (Blinn, Pike, Worthy, Jonkman, 2006). Students facing problem gambling illustrate many signs including isolating behavior, lowered academic performance, poor impulse control and displaying extreme overconfidence, and participating in other high risk behaviors such as bringing on alcohol, tobacco and marijuana use and risky sexual behavior (LaBrie, etal, 2003), (Goodie, A.S, 2005). Environmental factors also contribute to problem gambling. The surroundings of a student are a key factor in determining whether he is prone to problem gambling. If the students live in an area where gambling opportunities and social normative beliefs that are supportive of gambling activities are available, this i ncreases the likelihood of gambling participation and of development of a gambling problem. Staffs that are conscious of environmental conditions that may contribute to problem gambling can develop policies to help these students (Wehner,M. 2007). 2.9.1 Gambling Addiction and Problem Gambling Whether you wage on scratch cards, sports, poker, roulette, or slots, in a casino or online, problem gambling can sprain relationships, impede with work, and escort to fiscal cataclysm. You may even do things you never contemplate you would, like stealing money to gamble or reimburse your debts. You may believe you can’t stop but, with the right help, you can triumph over a gambling problem or compulsion and reclaim control of your life. The first step is recognizing and acknowledging the problem. Gambling dependence is occasionally referred to as the hidden illness because there are no apparent substantial signs or symptoms like there are in drug or alcohol addiction. Problem gamblers on average refute or minimize the problem. They also go to great lengths to bury their gambling habits. For example, problem gamblers regularly depart from their loved ones, sneak around, and lie about where they’ve been and what they’ve been up to (Jeanne Segal, Ph.D., Melinda Smi th, M.A., and Lawrence Robinson, 2013).

Multigrade Classes

Multi-grade teaching refers to the teaching of students of different ages, grades and abilities in the same group. It is referred to variously in the literature as ‘multilevel', ‘multiple class', ‘composite class', ‘vertical group ‘,’ family classes, and, in the case of one-teacher schools, ‘unitary schools'. It is to be distinguished from mono-grade teaching in which students within the same grade are assumed to be more similar in terms of age and ability. However, substantial variation in ability within a grade often leads to â€Å"mixed-ability† teaching. There can also be wide variations in age within the same grade, especially in developing countries, where the age of entry to school varies and where grade repetition is common. This condition of â€Å"multi-age-within-grade† teaching appears not to have generated such universal recognition, perhaps because it occurs more often in developing than in developed countries. The summary of experiences from Australia, Bangladesh, Peoples Republic of China, India, Indonesia, Republic of Korea, Malaysia, Maldives, Nepal, Pakistan, Philippines and Thailand confirmed that: †¢ primary curriculum documents and their associated lists of â€Å"minimum learning competencies† have not been specifically designed for use by teachers in multi-grade schools †¢ school plans, instructional materials and methodological guidelines are often difficult to apply to multi-grade teaching situations †¢ there is a shortage of support materials for teachers and individualised instructional materials for learners †¢ there is a need for more work on the kinds of continuous evaluation, diagnostic testing, remediation and feedback which would best assist multi-grade teaching and added that †¢ although many teachers work in multi-grade teaching situations few countries have developed special teacher training curricula for pre- or in-service training. Teaching practice during preservice is invariably carried out in mono-grade schools †¢ teachers posted to teach in multi-grade schools â€Å"develop a sort of psychological alienation from the school† †¢ the educational system as a whole pays inadequate attention to the proper functioning of multi-grade schools through, for example, not filling vacant teaching positions in rural areas, the absence of systems of teacher accountability, a lack of basic physical facilities in these schools, lack of training for supervisors of multi-grade schools and a general â€Å"inattentiveness of education officers to the needs of these schools† Factors Contributing to the establishment of Multigrade Teaching * * Cultural factors * Socio-economic factors. * Benefits of multigrade teaching * Richer learning environment * Greater community involvement. Development of health competition * Greater understanding between learners and educators Advantages and Challenges of Teaching Multi-level Classes When faced with the challenge of a multi-level classroom many teachers do not know where to start. They fear that the preparation will take much longer, and that the students will be more demanding. Schools that have multi-level classes often have limited budgets, and teachers may fear that they will not be paid for what they are worth. However, it is only by looking at the advantages of the multi-level classroom and employing strategies to overcome the challenges, that teachers can achieve success. Advantages of Multi-level classrooms * Students are able to learn at their own pace * Students learn to work well in a group * Students become independent learners * Students develop strong relationships with their peers * Students become partners in learning Challenges of Multi-level classrooms * Finding appropriate teaching resources and material * Organizing appropriate groupings within the class * Building an effective self-access centre in the classroom * Determining the individual needs of each student * Ensuring that all students are challenged and interested Teaching Method Strategies Experiment with different types of groupings to find the ones that work best. You may find that cross-ability pairs work best for certain types of activities, while like-ability small groups work better for others. If possible, use a wide variety of groupings to keep things interesting for your class. Use a simple schedule that is similar each day. Here is an example: 1. Start with a warm-up that involves the whole group. 2. Break part of the class off into one type of grouping (i. e. pairs) and work with part of the class on a lesson, grammar point, or activity. 3. Break off the class into another type of grouping (i. e. small groups) and have the other students use self-access materials. 4. Bring the class back together for a whole group activity/game. Isolate students within the class who are interested in peer tutoring. This doesn't have to be the student with the highest level of the subject. Your students who fall somewhere in the middle may in fact be the most valuable to you, as they strive to attain a level of competency comparable to the most advanced students. Remind your students that the best way to practice and improve a new language is to teach it to someone else. Consider enlisting a volunteer. Limited budgets or low enrolment are often the reasons behind multi-level classes. For this reason, it may be difficult to convince administrators or managers that you need a paid assistant. If you feel overwhelmed, consider hiring a volunteer. Finding someone who is interested in helping you with your preparation work and teaching may not be as difficult as you think. ARTICLES ABOUT MULTI-GRADE TEACHING/CLASSES Multigrade classes bring more children to school Friday 30th of March 2012 PASIG CITY, March 30 —Will a teacher not hold class if there are just a few enrollees? Should a student drop out if the school is far from home or there is not enough teachers and classroom? If you ask the Department of Education, the answer is no because it continues to find ways to bring children to school in order to complete their basic education. One of these is the holding of multigrade classes. A multigrade class is a class consisting of two or more different grade levels inside a single grade classroom handled by one teacher for an entire school year. It is offered in elementary schools located in distant and sparsely-populated localities, a statement from DepEd said. Figures from DepEd show that there are close to a million enrollees in multigrade classes across the country. Education Secretary Armin Luistro said most of the students attending multigrade classes are learners who belong to isolated and poor communities, indigenous peoples or those who reside in far-flung mountains and islands where schools are far apart from each other. â€Å"This is part of our thrust to democratize access to education and make the learning experience inclusive to as many sectors. In effect, we are bringing more students to school,† he added. If a class does not meet the required number of enrollees and therefore it is not viable to conduct a class of limited number of pupils, the supposed enrollees are merged into a single class and taught by one teacher,† Luistro explained. The small number of students for each grade level; the shortage of teachers; the distance from the community to the nearest school; and the inadequacy of funds and classrooms are reasons that necessitate the organization of multigrade classes. In the Philippine public school system, classes with two grade levels inside a single classroom and handled by the same teacher is called combination classes. Those with three grade levels in one classroom and handled by a single teacher is called a multigrade or multi-level class. This means that a multigrade classroom mixes children with different skills and abilities, different developmental levels and needs while working together under the guidance of one teacher. â€Å"The truth is long before multi-tasking became a buzzword, our teachers were actually already living up to the word,† Luistro said. While DepEd has always recognized the existence of multi-grade classes it was only in 1990 that the department started to consider the formal organization and continuing operation of multigrade classrooms all over the country in keeping with the goal of Education For All (EFA). Thus, DepEd continues to invest in teachers’ training, curriculum development and in the preparation of learning materials appropriate for multi-grade classes to improve elementary education especially in underserved and remote areas. (DepEd) More Than One Million Filipino Students Have Classmates At Different Grade Levels Academia March 30, 2012 The Philippine Department of Education says more than one million students are enrolled in multigrade classes, where three or more grade levels are taught by a single teacher. AsianScientist (Mar. 30, 2012) – Should a teacher cancel a class if there are only a few enrollees? And should a student drop out if the school is far from home or if there are insufficent teachers and classroom? The Philippine Department of Education (DepEd) says no. Instead, it has found one way to solve this problem, by holding multigrade classes. In the Philippine public school system, classes with two grade levels inside a single classroom taught by the same teacher are called combination classes. Classes with three grade levels conducted in one classroom taught by a single teacher are called a multigrade or multilevel classes. Figures from DepEd show that there are close to a million enrollees in multigrade classes across the country. Education Secretary Armin Luistro said most of the students attending multigrade classes belong to isolated and financially challenged communities, are indigenous peoples, and reside in far-flung mountains and islands where schools are far apart from each other. The small number of students for each grade level, the shortage of teachers, the distance from the community to the nearest school, and the nadequacy of funds and classrooms are reasons that necessitate the organization of multigrade classes, he explained. This means that children with different skills and abilities, developmental leve ls, and needs are mixed in a class under the guidance of one teacher. â€Å"This is part of our thrust to democratize access to education and make the learning experience inclusive to as many sectors. In effect, we are bringing more students to school,† Luistro explained. â€Å"If a class does not meet the required number of enrollees and therefore it is not viable to conduct a class of limited number of pupils, the supposed enrollees are merged into a single class and taught by one teacher,† he added. Although the DepEd has always recognized the existence of multigrade classes, it was only in 1990 that the department started to formally acknowledge multigrade classrooms, in keeping with the goal of Education For All. Source: Philippine Department of Education. Disclaimer: This article does not necessarily reflect the views of AsianScientist or its staff. A Review on Multigrade Education by admin on Jan. 09, 2012 Multigrade teaching occurs within a graded system of education when a single class contains two or more student grade levels. It is contrasted with the usual pattern of classroom organization in graded systems where a single classroom contains students of only one grade level. In many graded systems, age and grade are congruent, so a grade level is also equivalent to a particular age group of students. However, this may not be the case in systems where grade level satellite phones repetition and acceleration are common. There are three important reasons why multigrade teaching may occur in both developed and developing countries. First, multigrading is often associated with ’small’ schools in remote and sparsely populated areas. In such schools, there may be only one, two or three teachers, yet they offer a complete cycle of primary education. If that cycle consists of eight grade levels, then each of these teachers must deal with multigrade classes. These ’small’ schools are also sometimes referred to as ‘multigrade’ schools. Multigrade schools have attracted attention in the developing country context because of their potential to increase primary school participation rates. By bringing the school closer to the community, they encourage more children, especially girls, into school. Second, multigrade teaching is also common in larger urban and suburban schools. In some countries, it is a response to uneven student enrollment. For example, a school with a two and a half grade entry may have to combine two grade levels to make up class sizes. Also, in countries where teacher absenteeism is high, and there is no ‘cover’, grades may be combined to avoid having a class with no teacher present. A single teacher then has to deal with two grade level groups together. Third, multigrade teaching may be a deliberate response to educational problems. In developed countries, this is linked to the multiage perspective. Proponents of mixed age grouping argue that there are sound pedagogical reasons for placing students of different ages together in the same classroom. Mixed age classes, it is argued, stimulate children’s social development and encourage greater classroom cooperation. These arguments are seldom raised in the developing country literature, although several commentators take the view that multigrade organized classes are potentially a cost effective means of providing quality education in difficult to reach areas.

Decision Analysis Task

Decision Analysis has been established to advance theory, application, and teaching of all aspects of decision-making methods. . When It comes to beginning to make decisions for any business, almost everyone can feel uncertainty and fear. The more Information given, then the most likely the decisions made are the right ones. TLS Includes being able to trade off the values of certain outcomes against Its probability. Data shows the truest form of the Information given. The knowledge changes from data to information, from information to facts, and lastly from facts to knowledge.The entire decision making process is done under uncertainty and immeasurable variables. Values and numbers become much easier for people to use and understand. Once the numbers and circumstances are in place, the true analysis can begin. Using the work cell method, the company can have the following advantages: (1) reduced work in progress inventory, (2) less floor space use, (3) reduced raw material and finish ed goods inventory, (4) reduced labor costs, (5) more employee participation, (6) increased equipment and machinery use, and (7) reduced investment in machinery and equipment.I have chosen this decision analysis tool by imputing the performance times for each task given of A through H and the sequence requirements into an assembly line balancing tool to perform an analysis to determine the proper number of stations and the most efficient workflow possible. The analysis tool calculated that the number of workstations needed was 5. Total station task time needed was 10 minutes and the time needed per cycle was 46 minutes. These calculations gave this process an efficiency of 100. 00%. This decision tool was selected to help achieve a higher efficiency of production and a possible deduction in production floor space. A properly balanced line will increase throughput and lower production costs.Hopefully, by recommending this tool, the company will be able to eliminate significant errors that can result in false assumptions, inaccurate estimations of probabilities, too much relying on expectations, wrong measuring in functions, and/or forecasting errors. B. 1. The impact of costs on the decision to move forward with the new Maim Sandal line is as follows: As the production continues, the hours needed for each batch, or individual pair, will begin to decrease. By continuing to produce this line the total labor costs will continue to decrease, but most likely, at a slower rate as more sandals are produced. This data can help the company decide employment levels, capacity, costs, and their pricing of this particular merchandise in the open market.

Managed Care State Laws and Regulations - 1225 Words

420 Week 7 DQ 1. What are the most critical components of state regulation for managed care organizations? Which federal regulations also bring specific requirements for the operation of such entities? Discuss state and federal regulation of MCOs. State oversight of managed care generally focuses on two aspects: the techniques and processes used by a payer, and in particular an HMO, to deliver or arrange for the delivery of health care services to enrollees, and the organizational structure of the payer. (Kongstvedt 596) Much of the state regulation of managed care is based on the Health Maintenance Organization Model Act released by the National Association of Insurance Commissioners (NAIC) in 1972. The NAIC is the national†¦show more content†¦The Act has a significant impact on how MCOs operate in the individual and group insurance markets and with respect to the administration of self-funded group health plans. 1998 – The Women’s Health and Cancer Rights Act (WHCRA) – law enacted to make sure that women who had breast cancer for their health insurers and group health plans to provide coverage for reconstructive breast surgery after a mastectomy (Kongstvedt 608) 2008 - The Genetic Information Nondiscrimination Act (GINA) - prohibits insurances to discriminate against genetic makeup The Mental Health Parity and Addiction Equity Act (MHPAEA) -The law amended the 1996 Mental Health Parity Act by extending the parity requirements to include substance use disorder benefits. 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One requirement of theRead MoreManaged Care Programs Defined By Merriam Webster.com Essay1540 Words   |  7 PagesManaged Care Programs Defined Managed care as defined by Merriam-Webster.com is â€Å"a system of providing health  care  (as by an HMO  or a PPO) that is designed to control costs through  managed  programs in which the physician accepts constraints on the amount charged for  medical care and the patient is limited in the choice of a physician.† While the definition is appropriate for health plans, physicians and government entities focused on cost control and utilization reduction; it does not includeRead MoreThe And Its Effect On The People Of Colberia979 Words   |  4 Pagescompliant with the Utilitarianism principles, as they do not care about the indigenous people working for them. b) Deontology principle says that â€Å" A person should not lie, even when lying seems to produce a good result† (Halbert/Ingulli 2012). Based on this theory PharmaCare is not ethical. They lie about their initiative by using the slogan we care about your health while supporting the PAC to block any environmental protection laws and regulations. They preach one thing and doing something that is contrary