student bet on a teacher

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Student bet on a teacher best betting sites for accumulators inc

Student bet on a teacher

And, you know, down the line, we do have various types of ways to, you know, profit, to make money from this venture. But we see - in general, we see that if we could incentivize students five percent more than they are now, or 10 percent, we're going to create a lot of value in the economy in general. And we have ways to extract some of that value for ourselves.

For example, other services and it's - you know, other services such as book sales or something like that. To use the, perhaps, unfortunate analogy of a bookmaker, the typical ways to charge 10 percent extra on a losing bet called vig or vigorish.

So you wouldn't do that? Let's say for -you know, down the line where we said, if we were - when we go ahead and come out with numbers and proving that this incentive model, it would be - it would only be fair - if we can incentivize students to improve their grades, they should pay for that.

How they pay for that exactly? You know, is - there are various ways, whether it's - whether the statistics are in - the probabilities are in our favor or their favor. However it is, there are other ways to profits. GELBART: It's all - basically, the way it works is that we have something called grade insurance, where students can actually - if they get - if they could say, I don't want to get a coverage.

If I get an F in my class, I actually want to get paid out. GELBART: There is no - the way that we - that it works is that there's a - the maximums are basically in place, according to - per student. It varies based on how well - you know, what type of student they are and what - how - want incentives they've created. So - but the way we look at it, you could probably win a few hundred dollars, at least in this semester, for the schools that we're in.

I mean, the focus - our focus is just as the student's focus should be - and most students are - is that, really, an investment is in school. So that's a, you know, that's a big bet. We're not trying to - we're not making the bet bigger than that, but we're just trying to, actually, make the incentive more short-term.

It's more of a psychological - it has more of a psychological effect than value proposition. And I just think that this idea is fantastic because I've always been a student that's more interested in the knowledge gained, than necessarily if I get an A or a B. But I think that this could change that definitely. And I think it's a fantastic incentive. And my only concern is the legality of it, considering it is pretty much gambling.

GELBART: People have questioned the legality, but more because they can't - they don't know how to categorize it - and it's a new idea -rather than whether it actually is legal or not. Because we actually -we went ahead and got a legal opinions from very well respected lawyers and - who've told us that this - in the form that we're doing it, this is completely legal because it's based on - its skill.

I mean, if you were to say that this is not skill, then you have to say that grades are ambiguous. And then - then the school is gambling, too, because you're paying a lot of money. You're putting down money. What happens if you don't learn and you don't get - and the grades are - and that you get any grades that the teacher wants assigned to you?

So it's definitely skill. And my concern is not so much the gambling aspect, which is a whole another discussion, but it's the behavioral change that we're leading students down that particular path, that is a major concern, because they're not focusing on the journey of getting the education and understanding the learning and then being able to apply it, they're focusing on the grade.

And what we see today is that there's way too much, probably, focus on the grade as it is. Now they're going to be incentivized monetarily to go after that grade. And I don't know that that makes a really good combination in the education arena. And what we're doing is not - would not increase that because, as I said before, there's already that incentive in there because - to go ahead and go tell your teachers, oh, I want a better grade.

I need it, because I need to get into this graduate school or this thing, this job. But we - the - yeah, we don't think it's going to increase that, because let's say for - if you take it and you mentioned that certain - like, the students are already focused on - they're focused on the grade.

But, like, take the - consider - take the example - like, for me, I was in, you know, I was in school. I graduated fairly recently. And I - the - I love learning. I love my classes. But there were some times that I had to stay up all night and study for an exam. And that's not learning. I enjoyed the classes, but that's, you know, that's like studying for an exam. And that's what - that's where every student needs that extra push and put that extra incentive. But I hear your idea that the whole idea of - maybe the whole idea where students really should be learning for the sake of learning.

But, you know, there is that reality that they do need an extra incentive. You know, everybody does, you know, needs an incentive. CONAN: But it might - I think what you're really saying, it might be an extra incentive to go up to the professor afterwards and say, how could you give me a B?

It's learning for the sake of application. You know, when you look at the Internet, the fast pace by which we operate today, this just appears to be another way to shortcut or circumvent the system, when in essence, we need them to focus on, okay, there are certain elements and expertise you need to gain in order to be successful and productive out in the workplace. You know, it's the professor's responsibility to create a curriculum that actually, you know, teaches -or the professors and the schools - to create a curriculum that will actually help the students learn.

And - but this is an extra motivational tool just as grades are themselves. I mean, if you look at, you know, the name Ultrinsic that we came up with it, we recognize this is - the name is derived - the etymology and we actually created, take it - we take ulterior motivations to create intrinsic love of learning and a love of knowledge. So we know this is an ulterior motive, but we think that when students are - when they would have a choice between going ahead and partying versus going to study for the books, they're going to choose study for the books because they're going to get the extra dollar.

And then when they say, oh, look, I actually like this astronomy. I'm going to - maybe I'll be an astronomer. So that - that's how we think. We recognize that students aren't necessarily always focused on school, but they need that extra incentive in And let's see. We go - I think we can get one more caller in. Mickey ph. Mickey, with us from Detroit. I just wanted to make a quick comment.

I'm a sophomore in college now, and my biggest problem with high school was that the grades were more reflective of jumping through hoops, how much homework you did. And it was very much just how much, you know, small work you did. It didn't have as much to do with what you were learning.

And what I like about college is that the grades seemed to be a lot more reflective of someone actually getting the subject and someone actually learning it. And that, I think, this whole incentive program puts off a whole disconnect between the learning, and it just becomes studying and rote memorization, which, you know, might be good on paper. But, I mean, I don't think it really improves anyone's chances of actually learning the topic or, you know, applying whatever subject it is they're betting on.

And it might work for some people, Mikey. And the thing is, you know, you get an A in a class, you get a couple hundred dollars or whatever. But you don't actually learn the subject necessarily, and you might not actually be able to apply it. But, Mikey, thanks very much and good luck in school. He joined us from our bureau in New York. Tomorrow, the legacy of Martin Luther King.

Talk show host Glenn Beck plans a rally this weekend on the anniversary of King's "I Have a Dream" speech, from the same spot. We'll talk about what lessons you draw from Dr. King's life and work. Join us then. She said when she spoke with the teacher later, he apologized but has since denied making the remark. But Beck, speaking on the incident in a video posted to Twitter, said that she notified school district officials as soon as she got a report about it.

It is all in writing," she said, speaking to the students. I did my job. I continue to follow through based on the guidelines and policies that we have in place. Every time. Officials with the district have not said if any action has been taken against him. Users can unsubscribe at anytime. James Conley III says the employees never apologized after they realized their mistake.

Published February 14th.

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Latest Headlines. Chicago man freezes pants to reserve parking spots. Maryland woman collects her fourth big scratch-off lottery jackpot. Woman finds rattlesnake guarding her food delivery. Zoom mishap turns lawyer into a cat during virtual hearing. Follow Us. Sign up for our daily newsletter. But I think that this could change that definitely. And I think it's a fantastic incentive. And my only concern is the legality of it, considering it is pretty much gambling.

GELBART: People have questioned the legality, but more because they can't - they don't know how to categorize it - and it's a new idea -rather than whether it actually is legal or not. Because we actually -we went ahead and got a legal opinions from very well respected lawyers and - who've told us that this - in the form that we're doing it, this is completely legal because it's based on - its skill.

I mean, if you were to say that this is not skill, then you have to say that grades are ambiguous. And then - then the school is gambling, too, because you're paying a lot of money. You're putting down money. What happens if you don't learn and you don't get - and the grades are - and that you get any grades that the teacher wants assigned to you?

So it's definitely skill. And my concern is not so much the gambling aspect, which is a whole another discussion, but it's the behavioral change that we're leading students down that particular path, that is a major concern, because they're not focusing on the journey of getting the education and understanding the learning and then being able to apply it, they're focusing on the grade. And what we see today is that there's way too much, probably, focus on the grade as it is.

Now they're going to be incentivized monetarily to go after that grade. And I don't know that that makes a really good combination in the education arena. And what we're doing is not - would not increase that because, as I said before, there's already that incentive in there because - to go ahead and go tell your teachers, oh, I want a better grade. I need it, because I need to get into this graduate school or this thing, this job. But we - the - yeah, we don't think it's going to increase that, because let's say for - if you take it and you mentioned that certain - like, the students are already focused on - they're focused on the grade.

But, like, take the - consider - take the example - like, for me, I was in, you know, I was in school. I graduated fairly recently. And I - the - I love learning. I love my classes. But there were some times that I had to stay up all night and study for an exam. And that's not learning. I enjoyed the classes, but that's, you know, that's like studying for an exam. And that's what - that's where every student needs that extra push and put that extra incentive.

But I hear your idea that the whole idea of - maybe the whole idea where students really should be learning for the sake of learning. But, you know, there is that reality that they do need an extra incentive. You know, everybody does, you know, needs an incentive. CONAN: But it might - I think what you're really saying, it might be an extra incentive to go up to the professor afterwards and say, how could you give me a B? It's learning for the sake of application.

You know, when you look at the Internet, the fast pace by which we operate today, this just appears to be another way to shortcut or circumvent the system, when in essence, we need them to focus on, okay, there are certain elements and expertise you need to gain in order to be successful and productive out in the workplace. You know, it's the professor's responsibility to create a curriculum that actually, you know, teaches -or the professors and the schools - to create a curriculum that will actually help the students learn.

And - but this is an extra motivational tool just as grades are themselves. I mean, if you look at, you know, the name Ultrinsic that we came up with it, we recognize this is - the name is derived - the etymology and we actually created, take it - we take ulterior motivations to create intrinsic love of learning and a love of knowledge. So we know this is an ulterior motive, but we think that when students are - when they would have a choice between going ahead and partying versus going to study for the books, they're going to choose study for the books because they're going to get the extra dollar.

And then when they say, oh, look, I actually like this astronomy. I'm going to - maybe I'll be an astronomer. So that - that's how we think. We recognize that students aren't necessarily always focused on school, but they need that extra incentive in And let's see. We go - I think we can get one more caller in. Mickey ph. Mickey, with us from Detroit.

I just wanted to make a quick comment. I'm a sophomore in college now, and my biggest problem with high school was that the grades were more reflective of jumping through hoops, how much homework you did. And it was very much just how much, you know, small work you did. It didn't have as much to do with what you were learning. And what I like about college is that the grades seemed to be a lot more reflective of someone actually getting the subject and someone actually learning it.

And that, I think, this whole incentive program puts off a whole disconnect between the learning, and it just becomes studying and rote memorization, which, you know, might be good on paper. But, I mean, I don't think it really improves anyone's chances of actually learning the topic or, you know, applying whatever subject it is they're betting on.

And it might work for some people, Mikey. And the thing is, you know, you get an A in a class, you get a couple hundred dollars or whatever. But you don't actually learn the subject necessarily, and you might not actually be able to apply it. But, Mikey, thanks very much and good luck in school. He joined us from our bureau in New York. Tomorrow, the legacy of Martin Luther King.

Talk show host Glenn Beck plans a rally this weekend on the anniversary of King's "I Have a Dream" speech, from the same spot. We'll talk about what lessons you draw from Dr. King's life and work. Join us then. I'm Neal Conan. All rights reserved. Visit our website terms of use and permissions pages at www. NPR transcripts are created on a rush deadline by Verb8tm, Inc.

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August 25, PM ET. Heard on Talk of the Nation. And you started where? Right now, we're not doing that. Is it possible to hedge your bet and bet on a low grade? What's the - how much can you bet? Thanks for taking my call. Let's go next to Bernard ph , Bernard, with us from Sacramento. Thank you very much for taking my call. Is that right, Bernard?

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