Internet Gambling is Affecting the Lives of Many - 684 Words

Annotated Bibliography on Internet Gambling Brown, Stuart J. The Surge in Online Gambling on College Campuses. New Directions for Student Services 2006.113 (2006): 53-61. Print. Retrieved February 25, 2014. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=453a0229-2511-46c3-9499-6a133a2aa892%40sessionmgr198vid=5hid=112 This article summarizes how the growth of internet gambling is affecting the lives of many college students. It does this by explaining that once people reach college, they are in dire need of money and will do anything to get it, even gamble. The author also explains how sometimes some people who creates these online gambling sites will tell the people that they can win a big cash reward that will go towards their tuition or win a scholarship to help pay for college, which will attract more and more college kids, since some do not really have enough money to pay for college, but sometimes they do not have enough money to gamble away either. I find this information very useful, because it can help me connect with most of my audience, which is in college. I also find that that this article will help me prove my point that internet gambling should not be legal anywhere and to anyone. Finally, with this article it can help me reach out to most of the college kids out there and tell them that gambling online will not help you; it will only cause a gambling addiction, which can easily lead to them not being able to pay for college at all. Kish,Show MoreRelatedIntroduction to Internet Addiction978 Words   |  4 PagesIntroduction to Internet Addiction Ten years ago, the only people who spent a majority of their leisure time on the computer were paid members of the technology industry. Today, however, surfing the Web has become a pastime as social and marketable as bar hopping or going to the movies. 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The main reason cited is that the Internet has undoubtedly become part of our daily lives and has made a radical change in communication leading to the build up of relationships. However, the effects of such online relationships ranges from positive to negative, hence in the following literature review, we willRead MoreEssay about Biography Of Edgar Allen Poe1959 Words   |  8 Pageskilled his attacker(Moldavia). nbsp;nbsp;nbsp;nbsp;nbsp;By the end of the year Poe had started to develop gambling debts. Poe blamed his gambling debts on John Allen saying that he did not provide enough for him to live on. Therefore gambling was the only way to survive. I think that it would have bean quite possible for Poe to get a job. Before the year was over Poe had developed gambling debts exceeding 2,500 dollars (Moldavia). nbsp;nbsp;nbsp;nbsp;nbsp;When Poe went back to Richmond where

President Of Government And Political Affairs - 1130 Words

Millersville University American Presidency Conrad Dobler GOVT 215: Dr. Lawrence Department of Government and Political Affairs May 3rd, 2017 What does president do that makes the public feel as if they are strong, or powerful, and what determines a president to be labeled as limited? That’s really up to one s views on politics, their morals, and opinions. In this paper I will go over three of what I consider to be the best, and strongest Presidents history has ever had. The presidents will be judged on how they handled themselves in office, as well as any important decisions or problems they may have faced during their terms, and the legacy they have left in history. Also, how life for them before they were elected†¦show more content†¦From there he didn’t waste any time and got right to work. Theodore did so much for the country, he was known by many nicknames, such as â€Å"The Trust Buster†, â€Å"Rough Rider†, and of course â€Å"Teddy† (Bio). All because the country was rather fond of him and everything he has done. He is considered to be the first real modern presid ent, Theodore expanded on the power of the President. Using executive orders more often than any other president prior (Whitehouse.gov). As well as Presidential proclamations in ways no other president ever had before him. For Roosevelt, the people of the country were his top priority. He created a domestic policy called The Square Deal. This deal helped to protect the people from big businesses and offered consumer protection to all, and in general, he truly cared about the middle class as a whole. Roosevelt also instituted the sherman antitrust act, to help break up huge monopolies from taking over whole markets and holding back the already slow economy. Later in 1904, Theodore was elected as President. He then got back to work on the Panama canal, to make trade, imports and exports easier to do. As well as a more efficient way of getting navy vessels from coast to coast, which was a great idea, since Roosevelt beefed up the navy budget and expanded its fleets. Roosev elt also added to the monroe doctrine. This allowed the states to intervene with any affairs of the south or central america. This isShow MoreRelatedEgypt Political System1059 Words   |  5 PagesEgypt Political System: Egypt has offered humanity the oldest political system ever. Along the River Nile’s bank, the first central, unified state in the world was formed. Egypt had the precedence in creating the life of a whole nation through the formation of organizational frameworks that had an important role in maintaining the values of democracy and freedom. 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Analysis Of How Children Succeed - 2252 Words

Most people subscribe to the belief that Paul Tough refers to the cognitive hypothesis that suggests that success depends primarily on cognitive skills. They argue that intelligence is measured based on IQ tests which include the ability to recognize letters, words, detect patterns, and calculate. They say that the simplest way to acquire and develop skills is through practicing them continuously. Children should also begin practicing as early as possible to nurture skills. However, in the book titled â€Å"How Children Succeed,† Tough introduces the character hypothesis which explains that non–cognitive skills such as self-control, curiosity, self-confidence, conscientiousness, and grit are crucial to achieving success than sheer brainpower or cognitive skills (Tough 49). To justify his argument, he uses research findings from psychologists and neuroscientists. They say that character is developed by encountering with failure and overcoming it. The hidden power of char acter explains why some children perform well while others fail. However, I say that linking grit and character is pervasive and unfair to kids from poor backgrounds; particularly when the author states that academic proficiency is not a determinant of future success. The big point on Tough’s main arguments is that children succeed with character and not test scores. In his previous writings, Tough mentioned that grit is the component that was missing in education. He recounts two educators; Dominic Randolph andShow MoreRelatedThe Logic Of Nonstandard English By William Labov736 Words   |  3 PagesWilliam Labov. To start off this understanding I will first define keywords in order for the reader to fully grasp the argument. Furthermore I will state the authors main claim and link them to the evidence Labov provides. 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Primary Source Analysis Japanese Fourteen free essay sample

Primary Source Analysis Japanese Fourteen- Part Message to the United States December 7, 1941 Introduction Japan in 1942 was at the height of its expansion . Japanese political culture and ideology was driven by nationalistic pride and its aim to dominate the Asian political scenario. During this expansionistic period of Japan, idealism dominated realism. Japan wanted to be the hegemonic power in Asia. Its limited resources, mainly due to the lack of land, created a dependency on foreign trade for essential commodities. The Japanese Government wanted to be independent from economic dependence on he United States; the American Government took to use that dependence to limit Japans ambitions. The Japanese wanted to reverse the international status quo in Asia, whereas the United States wanted to preserve it . Japan wanted to be a power with a reputation matching that of the United States, but lacked the resource capacity to do so. Japan took the first step towards its goal of Imperialistic expansion by signing the Treaty of Shimonoseki;l whereby Japan claimed Taiwan and the Liaotung Peninsula in southern Manchuria . In the 1930 Japanese military leaders believed nd boasted that Japan could conquer all of Mainland China within three months . Japan then invaded Manchuria on the 18th of September 1931, blaming an explosion on the Sothern Manchurian railway on the Chinese, which the Japanese had themselves orchestrated. The Japanese army occupied major cities, and established the puppet Government of Manchukuo by installing Pu Yi the last emperor of China as its head, making Manchuria a territory of Japan . Japanese ambition of conquering China came to light in the summer of 1937, when Japan succeeded in provoking a full-scale war with China. When a Japanese soldier failed to appear for roll call near he Marco Polo Bridge in Beijing, the Japanese army ordered a search of the area. During the search the Japanese Army faced resistance from the Chinese commander in charge of the area, which led to a clash between the solders stationed there. In the following weeks the conflict intensified the Japanese Army sent reinforcements of women and children, according to the International Military Tribunal of the Far East 260,000 noncombatants died at Nanking in late 1937 and early 1938. In 1940 Japan invaded French Indochina with an aim of curbing imports, of oil, raw materials and war supplies to China. The Japanese attempt to conquer China and to reduce western power in Southeast Asia, encouraged armed resistance and provoked economic sanctions. The United States imposed sanctions on Japan on the 26th of July 1941. The aim of this embargo was to bring Japan to its senses but instead it brought it to its knees. Due to the sanctions Japanese assets were frozen and its supply of steel and oil drastically went low. According to Miller, Japan was left with three options: first suffer economic impoverishment, second accede to Americas demands to yield it territorial conquests or third go to war with the United States and its allies . Japan chose the third option and its intention to do so was made clear to America and the world on the 7th of December 1941 when it attacked Pearl Harbor. Japanese Ambassador Kichisaburo Nomura delivered the fourteen-part message to U. S. Secretary Of State Cordell Hull on December 7th, 1941 . The aim of the fourteen- part message was to defend and Justify Japans actions against the United States and its attack on the Philippines, Dutch East Indies and Pearl Harbor. The Japanese decision for war was driven by Japanese pride and the threatened economic destruction by the United States. In the letter the Japanese government points out nd gives several references to the Japanese governments sincerity and effort in arriving at a consensus and that due to the American Governments unwillingness to cooperate and irrational attitude an agreement could not be reached. The message also blames China for not seeing Japans true intentions of promoting peace in the region has the war been extended. Audience and Author The primary audiences of the message were the government of the United States and the American people and the secondary audiences were the allies of The United States and the rest of the world. The message was written so that the audience sees Japans logic behind the attack on Pearl Harbor. The first person to officially read the message was the Secretary of State Cordell Hull who received it from the Japanese Ambassador. After reading the message Secretary of State Hull responded by saying In all my fifty years of public service I have never seen a document that was more crowded with infamous falsehoods and distortions . The fourteen-part message was written in Japan by Japanese government officials and officials of the military under the guidance of Japanese political leaders. Analysis of the source The message is divided into seven segments. In each segment Japan either points out faults in the American governments approach or the Chinese and the allies. Japan in all the segments portrays its self as the nation promoting peace. The message in the last paragraph reveals that the negotiations have come to an end. The first segment emphasizes the sincerity of the Japanese Government in the negotiations to preserve the peace in the Pacific Area. It states that negotiations between the Government of second segment of the message points out that Americas and Britains policies and actions towards Japan, is the reason that the Pacific and East Asia are destabilized nd that it is Japans policy is to ensure stability of the region. Japan points out its immediate concern of resolving the China issue because from the mid-1930 China related issues served to define a relationship of national interests between Tokyo and Washington. Japan states that it is not responsible for the hostilities that broke out in China and says that it happened because China failed to comprehend Japans true intentions. The message says that Japan endeavored to maintain peace and put in sincere efforts to prevent war like disturbances and for that purpose it signed the ripartite pact with Germany and Italy, but the American government unable to see the Japanese motive behind the tripartite pact took it as a threat. Hence the tripartite pact of September 1940 was a major stumbling block to the relations between the US and Japan. Japan alleges that The United States and Great Britain have resorted to obstruct the peace between Japan and China by interfering with Japans efforts by assisting the Chungking regime. Japan also blames the American and English governments for the tension in the pacific and accuses them of strengthening their military to encircle Japan. Japans attempt to reduce tension has been pointed out, when the Japanese proposed a meeting between the Japanese Prime Minister Konoe and President Roosevelt. It states that the United States refused on the basis that Japan and the United States should come to an agreement before the meeting, which the Government of the United States knew was not possible. In the third segment, Japan places emphasis on its efforts to arrive at a consensus and accuses the United States of deviating from that path. It points out the that Japan submitted three proposals each time adjusting to the American demands and eeping its interests at bay. A version (consisting of five parts) of the final proposal is laid out in this segment. These five points resemble to an extent the open door policy of the United States Government towards China but from a Japanese point of view. The first part proposes that both nations do not dispatch their forces in South East Asia and the South Pacific area except French Indo-China: whereby allowing Japan to keep its forces stationed in French Indo-China. The second part proposes that the United State cooperate with Japan to extract resources from the Netherlands East Indies, showing that cooperating with Japan will be beneficial to the U. S. In the third part demands that oil be supplied to Japan and Japanese the freezing of the assets be mutually nullified. The forth segment asks the United States not to interfere in Japanese-Chinese relations. The fifth part says that the Japanese government would remove its troops stationed in Indo-China after the Chinese conflict was over, this point directly contradicts the first point in which Japan wants to station its troops in Indo-China. The American government rejected this proposal and presented its own proposal known as the Hull note. On November 26, 1941 Secretary of State Hull presented it to the Japanese ambassador. One the conditions of the note insisted the withdrawal of all the Japanese forces from French Indo-China and China. It was Japans firmness on maintaining its Chinese territory, that was seen as crucial to Japans existence and United States Governments persistence that Japan renounce the territory, created the real tensions between the two countries . The fourth the negotiation. It says that Japan has maintained an attitude of fairness and tried its best to reach a consensus, pointing out that due to the impractical negotiation pproach of the American government a settlement could not be made. It emphasizes that the United States resume trade and unfreeze Japans assets and it is not Japans intention to prevent other powers from trading with China and South East Asia. The point that the message addresses here is that of the American governments objection to the Japanese declaration of a Greater East Asian Co- Prosperity Sphere that comprised of resource abundant Southeast Asia. Japans occupation of Southeast Asia, prompted the American Government to impose an embargo on oil exports to Japan . The message addresses the American Governments bjection to the tripartite pact and reflects the fact that the American Government is determined to dictate policies to the Japanese Government. The message address the fact that Japan will not observe the status quo of the Anglo-American policy of imperialistic exploitation and it claims its dominance over South-East Asia and China. Section five referring to the Hull Note states that apart from some of the acceptable terms proposed by the American Government, relinquishing the Chinese territory was not possible and the sacrifices Japan has made to gain and maintain them would have been in vain. Section six states that the Hull Note was drafted after consultations with the Chungking regime, Britain, Netherlands and Australia, and completely ignoring the Japanese position and disregarding its views. Section seven states that Japanese government earnest efforts on arriving at mutual agreement with the United States was lost due to the fact that the American government along with its allies was conspiring against Japan. Japan was hence going to end the negotiations, regretting that the chance for peace in the Pacific was lost. Conclusion The message in essence reveals the fact that Japanese decision for war against the United States was dictated by the threatened economic destruction of Japan by the United States and that that war with the United States was unavoidable. It was necessary for the Japanese to seize the Dutch East Indies because it offered an alternative to the dependency on American oil imports. It states that Japan pursued the policy of negotiation to arrive at a consensus and it was Americas inability to be practical which led to the war. It states that Japan was not at fault and that it takes two parties to convert a political dispute into a armed conflict. The message follows a attern where in Japans puts in sincere efforts towards the negotiations and US and its allies disregard those efforts.