Civil War - George Meade Essays - George Meade, Meade County

Civil War - George Meade Do you know who was the general for the Second Battle of Bull Run? Everyone knows what the Second Battle of Bull Run is but who was the general? Some people even know that the North won that battle. Most people do not know that General George Meade defeated General Lee at that battle. General George Mead accomplished much during wartime. General George Meade had many accomplishments during wartime. First of all, he defeated General Lee at the Second Battle of Bull Run. Why would not General Meade crush General Lee at this battle and end the war there? Facts say that heavy fog and rain forced Meade to stop. Likewise, on June 1, !863 a surprise encounter forced his troops into the Battle of Gettysburg, the greatest battle on American soil. This battle came about when General Lee's army needed shoes. The two forces met here on accident and fought to a victory for the North. Lee acknowledged his defeat and retreated to Virginia. Not only did Meade serve in the Civil War, but also served in the Mexican War. He served in the battles of Palo Alto, Monterey, and Veracruz. During these he served under General Zachory Taylor. To sum up, General George Meade accomplished many things during his time at war. Each of General George Meade's accomplishments had one major effect on how life is today. To start, if Meade had not defeated Lee at the Second Battle of Bull Run the war would not have started off positively for the North. This was important because the soldiers gained their confidence when they won this battle. If the North would have lost the entire war the U.S. would be two different countries. Secondly, Meade's defeat of Lee at the accidental Gettysburg. This was a battle that turned the war around and gave the North the advantage. This was the North's first victory in a long time. Finally, if the U.S. had not have won the Mexican War, Where Meade served as a soldier, the U.S. would not have gained the southwest portion of the country. This ,as you remember, was where the gold rush took place that caused the country to spread out over the land. As has been shown, Meade's accomplishments had many effects on how life is lived today. There are many things that would be different if George Meade had never lived. For one thing, the North might not have won the first battle of the war causing the soldiers to lose confidence and maybe lose the war. If the South had won the war the U.S. would be split into two countries right now. Also, if the north did not the greatest battle on American soil, Gettysburg, it could have been the end of the war right there at Gettysburg. If the North would have lost the war the U.S. would be two different countries, as was said earlier. Last, if the U.S. had not won the Mexican War we would have lost some of our land to Mexico. The U.S. would have also not had the Gold Rush that took place in California. In conclusion, the country would have been very different if George Meade had never lived. General George Meade accomplished much during wartime. Most people do not know that Meade defeated Lee at the Second Battle of Bull Run . Some people even know that the North won that battle. Everyone knows what the Second Battle of Bull Run is but who was the general? WORKS CITED Cleaves, Freeman. "Meade, George Gordon." Collier's Encyclopedia. Vol. 15. 1989. Sefton, James E. "Meade, George Gordon." The World Book Encyclopedia. Vol. 15. 1994. "Meade, George G." Compton's Interactive Encyclopedia. Version 2.01vw. Carlsbad, California: Compton's New Media, 1994. CD-ROM. "Meade, George Gordon." Encyclopedia Americana. Vol. 18. Danbury, Connecticut: Grolier, 1990. "Meade, George Gordon." Who's Who in American History. Historical Volume. St. Louis, Missouri: Van Hoffman Press,1967.

What Is SAT Writing and Language 5 Tips to Excel

What Is SAT Writing and Language 5 Tips to Excel SAT / ACT Prep Online Guides and Tips Stephen King once wrote, "To write is human, to edit is divine." Anyone who has written papers for school knows that first, second, and even third drafts can be full of errors. Through editing and revising, youcan polish a piece of writing into its best form. The Writing and Language section of the SAT asks you tobe that "divine" editor. Itasksyou to improve paragraphs that contain both little picture mistakesand big picture weaknesses. Writing and Language will be combined with your Reading score, but it’s a unique section that requires its own specific approach to prep. This guide is your first stop for preparing for the Writing and Language section of the SAT; read on to learn everything you need to know! What's New AboutSAT Writing and Language? The new SAT Writing and Language section differs from the old SAT’s Writing section in a number of ways, one of which is its name. It’s now called Writing and Language, though most people will probably just shorten it to SAT Writing. (As will I, unless I'm differentiating between the old Writing section and the new one.) Since both sections test your understanding of the conventions of the English language, you can consider them to be similar. However, there are someimportant differences between the two sections beyond what they're called. The new Writing sectionhas anexpanded emphasis on how language functions in different contexts(one reason, perhaps, behind the name change). No longer will students answer stand-alone questions about fixing individual sentences. Now, all the questions are passage-based, and many ask you to improve meaning, style, or flow of ideas. Since all the questions are based on passages, that means â€Å"sentence completions† and â€Å"identifying errors† questions have been completely eliminated. You’ll still need to apply rules of grammar - and now rules of punctuation, as well - to fix sentences, but all of these will be contained within the context of a paragraph and passage. I’ll delve into the content of SAT Writing more below, but first I want to point out one more change that distinguishes it from the SAT Writing section of years past. SAT Writing is now combined with Reading to make one verbal score out of 800. Your score report will break down your performance by individual section, but your overall scores that matter for college will be made up of one math score and one combined Reading and Writing score. While the SAT Writing and Language section is similar to its predecessor, the above make up the main changes of which you should be aware. To reiterate them briefly... the Writing section is now called Writing and Language. this section focuses on both little picture editing - grammar, word choice, punctuation - and big picture editing - flow, organization, and tone. all of the questions are passage-based. your Writing score will be combined with your Reading score to make one verbal score, on a range from 200 to 800. Now that you know about the main changes to the SAT Writing and Language section, let’s take a closer look at how this section works, starting with a review of its structure. The Writing section is only35 minutes, so it might just be over before you know it. How Is SATWriting and Language Structured? As you saw above, though, it’s different than the SAT Writing section of past years, so make sure you don’t confuse the old and new SAT Writing sections as exact equivalents. SAT Writing will be your second section on the SAT, right after Reading and a five-minute break. After you’ve stretched and snacked, you’ll get to work on Writing, which asks you 44 questions in 35 minutes. You’ll have about 47 to 48 seconds to answer each question. All of the Writing questions are multiple choice and feature four answer choices, A, B, C, and D. As you read above, every single question on SAT Writing is passage-based. Some questions may be detail-oriented, even asking you about a single word, but they’ll still point to that detail within the context of a longer passage. Within the Writing section, you’ll get four passages of about four to five paragraphs, or 400 to 450 words, each. Every passage will accompany 11 questions. Don’t worry about having to flip back and forth through the test booklet to find your answer. The questions will be lined up alongside the paragraphs to which they refer. Here’s a preview of the format (this passage continues from a previous page): In addition to knowing exactly how many passages and questions you’ll encounter, you’ll also be able to anticipate the broad topics of each passage. One Writing passage will feature a major career field,such as health care, technology, or historical pirate reenactment. What Are the SAT Writing Passages Like? While you won’t know exactly what your Writing passages will look like, you can have a general sense of their topics. According to College Board, these always include careers, social studies, the humanities, and science. Careers - passage might feature trends or debates in major fields, like business, technology, or health care. Social studies - passage might draw from history, anthropology, psychology, political science, sociology, among other areas. Humanities - this passage might focus on arts and literature, feature an author, or describe trends in prose, poetry, art, music, or dance. Science - this passage will explore topics in earth science, biology, chemistry, or physics. Unlike the Reading section of the SAT, the Writing section won’t include any prose. Instead, the passages may take the form of an argument, an informative or explanatory text, or a nonfiction narrative. Additionally, one or more passages might contain an informational graphic, like a chart, graph, or table. These graphics are no longer contained only in math questions, but instead show up throughout the SAT! Now that you have a sense of the structure and format of SAT Writing, let’s discuss the skills it seeks to test. SAT Writing asks you to mow down overgrown details and graze for stray errors. What Skills Does SAT Writing and Language Test? SAT Writing tests a number of skills, from the detail-oriented to the big picture. It wants to make sure you understand sentence structure and punctuation, but it also seeks to measure your ability to organize the information and ideas within a passage. In a nutshell, SAT Writing makes sure you can use language effectively to develop ideas and prove a point. With the inclusion of graphics, it also wants you to be able to describe and back up those ideas accurately with data. Of course, you’re not producing the paragraphs as you wouldbe if you tookthe SAT Essay section. Instead, you need to be able to spot and fix errors within andimprove organizationof pre-written paragraphs. You’ll be asked to revise and edit texts and to show facility with the conventions of grammar, usage, and punctuation. A few questions are also vocabulary-based, asking you about word choice and how it can shape tone and meaning. According to College Board, SAT Writing covers four major skills areas: Command of Evidence, Words in Context, Expression of ideas, and Standard English Conventions.Here's the breakdown: About 24 questions, or 55%, cover Command of Evidence, Words in Context, and Expression of Ideas. These questions ask about development, organization, and effective language use About 20 questions, or 45%, will cover Standard English Conventions. These questions ask about sentence structure, usage, and punctuation. Between 2 and 4% of all questions will also ask you to interpret data from a graphic. These questions often ask you to revise a sentence so that it accurately represents information given in the corresponding graphic. Here’s an example of a typical data interpretation question: Now that you have a sense of the structure and purpose of SAT Writing, let’s delve deeper into each major skill area. Read on to learn about the concepts tested, as well as to see an official sample question for each area. Attention in the courtroom!The first skill areacalls for strong supporting evidence. #1: Command of Evidence Command of Evidence questions ask you to improve the way a passage develops information and ideas. These are â€Å"big picture† questions. You may have to add a supporting detail or choose a sentence that would strengthen the passage’s argument. Because these questions are concerned with overall meaning and function, they usually require that you read the entire passage before answering. The sample question below, for example, represents a Command of Evidence question. It asks you to choose a sentence that, if added to the paragraph, would best introduce its main topic. Answer: C #2: Words in Context Words in Context questions are all about vocabulary and word choice, otherwise known as diction. Based on context, you’ll have to choose the best word or phrase for a sentence. In some cases, you’ll have to correct an error. In others, you’ll replace a word with one that improves the passage’s style or tone. Unlike Command of Evidence questions, Words in Context questions often point to a single line within a passage. You may be able to answer these questions without reading the entire passage first - though having context is always helpful. Just as you need to be able to spot and fix an error, you also must be able to recognize when no error exists. That’s why the first answer choice (A) for these questions will always be, â€Å"No Change.† In the example below, you’re asked to choose the correct word, not improve style or tone. Notice how this question represents the SAT’s focus on more commonly used vocabulary words that may have multiple meanings. Answer:D #3: Expression of Ideas Back to big picture! Expression of Ideas questions ask about the overall organization of a passage or strength of an argument. They may refer to individual sentences and ask you whether or not (and how) they should be rearranged. They also might refer to larger structural changes you could make to improve flow or make the passage more impactful. The following sample question asks about whether a sentence should be kept or deleted and why. You need to demonstrate your understanding of how a sentence functions within its context, as well as provide your reasoning behind your decision. Answer: D #4: Standard English Conventions This last category of questions may be the one that most commonly comes to mind when people think about SAT Writing. These are the detail-oriented questions that ask about sentence structure, usage, and punctuation. You may be asked to fix mistakes in clauses and sentences. Some grammar rules that SAT Writing tests include verb tense, parallel construction, subject-verb agreement, pronoun use, and commas. The following are two examples of Standard English Conventions questions. The first asks about subject-verb agreement and verb tense, while the second tests subject-possessive pronoun agreement and the difference between â€Å"it’s† and â€Å"its.† Answers:18. A; 19. D Your first step in studying for SAT Writing should be familiarizing yourself with exactly what’s on it. If you’ve made it this far in the guide, then congratulations! You’ve completed the first step of your prep. Now, what else can you do to study for the Writing section of the SAT? Most of the passagespresent an argument or describe an argument, so reading the news may help you prep. Just opt for articles and editorials over crossword puzzles and comics. How to Study for SAT Writing In case you had any misconceptions that SAT Writing was only about grammar rules, you should have them cleared up by now! This sectionalso tests your ability to edit entire paragraphs and passages for logical flow, organization, tone, and argument. Studying grammar rules and punctuation is still an important part of your prep, but you’ll also need to sharpen your writing and editing skills and understanding of construction. So how can you develop all the editorial skills you need to excel on SAT Writing? Read on for five useful study tips. #1: Study Rules of Grammar, Punctuation, and Usage As you saw above, about 45% of your SAT Writing questions will cover Standard English Conventions. Thus, a firm grasp of the rules of grammar, punctuation, and usage is essential for answering these questions. Luckily, there’s a plethora (classic old SAT word) of resources for reviewing these rules, both for the updated and old SAT Writing sections. Make sure your study materials break down all the important rules, such as parallel structure, modifier placement, verb tense, subject-verb agreement, pronoun-antecedent agreement, items in a series, end of sentence and within-sentence punctuation. You can find a decent breakdown of the rules on pages 63 and 67 of College Board's guide to the redesigned SAT. As you study these rules, you shouldanswer practice questions. You’ll need to recognize what rule a question is testing and how to apply it. With a solid grounding in grammar, you can know why your answer is correct, rather than simply relying on a risky strategy of going with what sounds right. For the most part, these questions don’t require that you comprehend the entire passage before answering. However, context is important for all these passage-basedSAT Writing questions. You should probably at least skim the relevant paragraph before answering these detail-oriented questions. Did you ever study the "hamburger" structure of paragraphs and essays? It was actually a pretty useful, if hunger-inducing, tool for understanding proper structure. #2: Develop Writing Skills in School Since SAT Writing questions ask you to improve organization, strengthen arguments, and clarify points, you’ll need to possess strong writing skills. Much of the writing and editing you do in school, whether it’s on your own papers or for peers, should help you grow as a writer. Since the Writing section incorporates argument-based, explanatory, and nonfiction narrative texts, you should especially focus on these types of writing. It will also help to go back to basics to ensure you have a strong grounding in structure. Remember the â€Å"hamburger† structure from middle school? The top bun represented the introductory sentence that spoke to the main point of a paragraph. The lettuce, tomato, and burger stood forsupporting details, all of which related to the main topic and flowed logically from one to the next. Finally, the bottom bun symbolizedthe concluding sentence, which wrapped everything up nicely. This structure describes a paragraph, or can be broadened to representan essay as a whole. By recalling this fundamental structure, you can keep a critical eye on the organization of essays you write and read. Then when an SAT Writing question asks about rearranging sentences or adding a topic sentence, you can have a strong sense of what to do and why. It may also remind you to keep an eye out for transitions and how to organize ideasin a logical order. Improving your writing skills may feel harder to pin down than studying concrete grammar rules, but you should feel confident that the more you read and write, the more progress you’ll make. As long as you pay attention to feedback you get on your writing and keep a critical eye as you read and edit, you’ll gain a stronger sense of the mechanics of the written word. #3: Read Essays and Newspaper Articles Just as practicing writing and editing will enhance your grasp of the English language, so too will reading widely. Seek out persuasive, informative, and nonfiction narrative texts, like academic essays or news and magazine articles. As you read, pay attention tostructure and flow. Take notes on how an author introduces her argument and what supporting details she includes to build a case or explain a topic. Also,circle transitional words and phrases that allow one point, sentence, or paragraph to flow into another. Circling back to the last point, you can model your own writing based on what you learn from reading expert works. An SAT word a day keeps the doctor away! #4: Study the Right Kind ofVocabulary The vocabulary questions on SAT Writing won’t ask about particularly obscure or high level words. Instead, they’ll test the meaning of more common words that may have different meanings depending on their contexts. Similarly, they may ask about frequently confused words, such as in the example above that asks you to choose between outdo, outweigh, and outperform. As you study vocabulary, therefore, you should pay attention to nuance and shifts in meaning depending on context. Keep an eye out for words that are used one way in one passage and another way in a different passage. Focusing on more common words that can be used in unusual ways will also help you on the SAT Reading section. #5: Practice Data Interpretation The SAT will feature graphs, charts, and tables in all three sections, Reading, Writing, and Math. Just about 2 to 4% of your Writing questions will refer to a graphic, but you want to make sure you’ve sharpened your data interpretation skills. Some of these questions may ask whether a sentence accurately conveys information represented in a chart. Others may combine skills with a Command of Evidence question by asking if you should insert a sentence based on the graph in order to reinforce a point or strengthen an argument. Again, developing your skills of data interpretation from graphs, tables, and charts won’t just help you on SAT Writing; it will also help you do well on SAT Reading and SAT Math. You can practice with SAT practice questions, as well as some questions from ACT Science. Before you start in on your SAT Writing prep, let’s review the main features of this section. Develop your "eagle eye" for errors in grammar and usage. Fun fact: eagles are one of nature's most literary creatures, second only to bespectacled owls. Key Facts About SAT Writing and Language The SAT Writing sectionasks you to be an editor. This section tasks you with reading passages, fixing mistakes, and improving word choice and organization. You’ll need to develop both your little picture skills of grammar, punctuation, and vocabulary, as well as your big picture skills of paragraph construction and argument development. To answer these multiple choice, passage-based questions, you should develop a strong understanding of the English language, particularly how it functions when constructing an argument, explanation, or nonfiction narrative. Studying grammar rules and vocabulary, along with reading and writing widely, will enhance your facility with language and, ultimately, help you master the SAT Writing and Language section. What’s Next? What other grammar rules do you need to know besides subject-verb agreement? This guide contains the complete list of SAT grammar rules, broken down one by one. Are you aiming for top scores in SAT Writing? In this guide, a full scorer shares his tips, tricks, and strategies for achieving a perfect SAT Writing score. Since your Writing score is combined with your Reading score on the SAT, you’ll have to do well on both sections to achieve a high verbal score. Check out ourultimate study guide forthe SAT Reading section to learn about content, reading strategies, and practice questions. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Ethical Decision Making in Health Care Essay Example | Topics and Well Written Essays - 1000 words

Ethical Decision Making in Health Care - Essay Example A conflict in the application of these choices presents an ethical dilemma that requires an ethical decision-making. Moreover, different health care professionals, clinical health care professionals, and value systems apply variant techniques in an ethical decision making process. Ideally, ethicists Kenyon and Congress derive five significant components that aid in arriving at an ethical and cognitive decision .The five components include naming the dilemma, sorting the relevant issues, solving the problem, point of action, and the evaluation of the decision and subsequent reflection (CME Resource, 2011). Subject to the importance attached to the ethical decision making process, health professionals take time to gain the specific tools to aid in this objective that has life determining importance for the patients. Personally, I value passionate acts and human life that help me appreciate the philosophy of nursing practice. My personality plays the greatest significance in my worldvie w and philosophy of this profession. In fact, my free will to serve in this profession gives me the chance to value all aspects that relate to the nursing practice with the aim to make it better. My culture compels me to care for others, to value human life, and to respect the identity and confidentiality of others. I apply these aspects in analyzing the philosophy of nursing. My spiritual values accommodate respect for human life, passion, and compassion for all. These values are significant in shaping my nursing practice, since I apply them fully and relevantly in my duties with no exceptions. Ethics refers to the beliefs that a health care professional adopts in defining what amounts to moral and logical behavior  in the nursing practice. Ethics generally forms the basic standards that an individual uses in making a professional decision. Morality, on the other hand, refers to the actual judgmental process or evaluation of an ethical decision making process. Morality relies on the cultural, social, or religious norms that a health care professional  adopts (Ascension Health, 2012). Indeed, morality leads into customs or values used in the nursing profession by individual health care professionals. However, my personal values, philosophy, and worldview may conflict with my nursing obligation to practice. This is because these values may not comply with the internationally recognized health care standards. Notably, the nursing practice does not rely on personal values in dictating the ethical way of practice. For example, where a patient and a heath care professional have different spiritual or cultural values, conflicts are inevitable. This creates an ethical dilemma that will require well-defined tools to solve. Different people have different personalities, which largely contributes to ethical dilemmas. It is true that various morals and ethical dilemmas arise in course of ethical decision-making process as manifested by different personalities. An eth ical dilemma can arise where a patient refuses life support while his or her family seeks to have the health care professionals do everything to save the life of the patient. At the same time, an ethical dilemma can come up where a patient's family members want life support and any other

Hitler's statements Assignment Example | Topics and Well Written Essays - 500 words

Hitler's statements - Assignment Example This is actually a distinctive quality of a democracy and a perquisite of liberty. Similar in some respect to the previous statement, this quote speaks of the respect for others freedom of belief as said by Hitler. This brings about a re-assessment of his own stance on personal beliefs and how it relates to other people. I definitely agree because it is almost impossible to impose one’s philosophy on another person who a totally different upbringing on your own. It is very much like convincing an environmentalist to buy a Hummer, somehow it just wouldn’t be conceivable. I do not agree with this statement for logical reasons. National Socialism would mean that the people must be educated about it and that they must accept it. It would be difficult or almost impossible to make people live in a system that they do not understand, much less believe in. it requires a consolidated effort not only from the government but in consonance with the people. This is an argument that Socialism is akin to Atheism. Of course, this is an impossible task as there are many who adhere to their religion very much like second nature. Even if this were true, it is very unlikely to be accomplished though informing and imposing are two very different things. This is another conflicting statement to a certain degree because it suggests that people are allowed freedom to develop their abilities. In a Socialist system, the equality of the people would be determinant of their status in society. On its face, the statement is very much true because only by development does man evolve. This is the most impressionable of all the quotations for me. This reverberates of the need for reality to be revealed even though there are times that it might cause internal conflicts of personal and social belief. This is something I have tremendously learned recently. It presupposes that all of the main points of his

Healthcare system Essay Example | Topics and Well Written Essays - 4000 words

Healthcare system - Essay Example There are a number of health care systems within a nationality that may include the occupational safety and health, military medicine and school health services among many others. The health care systems have identified a number of goals to meet to ensure the health concerns of the population are met. Health systems seek to ensure good health among the people, to help the people to have a fair system of contributing their finances towards the system, and to increase the rate of responsiveness in order to meet the expectations of the beneficiaries of the system. To meet this goals therefore quality of service provided, the efficacy of the provision of these services, their acceptability among the people and their equity in dealing with the target population must be on the forefront of all the health systems. England has adopted a health system known as The National Health Service (NHS) which has the mandate to provide healthcare for English nationals. Serving under the department of health of the government of the United Kingdom, this body is publicly funded and it provides most of its health care services for free apart from some medical services that relate to the eye tests, prescriptions and the dental care as well. This body provides health services like in-patient care, dentistry, primary care, ophthalmology and long time health care to the patients in need. The body has a private clause as well where the patients can privately pay for their medical care. This system of private medical care has been used to expand the services of the National Health Services. Most of the funding used to cater for the services in the National Health Service comes from taxation among other sources. The largest portion of the expenditure of the department of health is taken up by the National Health S ervice. Main body The National Health Services (NHS) is driven by a number of goals in its service to the people of England. It has identified its core value as the provision of quality medical attention to the people regardless of their ability to pay for the services they require. It provides a great number of services to the people including the fore mentioned dentistry services, optical services and the overall medical care among others (Brodie 2003). It aims at providing medical services that are customized in relation to the needs of the people, their preferences and those of their families as well as those of their careers. Some of the aims of the NHS include to; utilize public funds to offer healthcare services to the patients in the NHS system; support and treat staff as valuables; be sensitive to the needs of the different sections of the population; to adopt a collaborative approach to ensure optimal provision of medical services to the patients; and to assist with ensuring the physical as well as emotional well being of the people in the process mitigate inequalities of health among many other aims. Structure The department of health of the government of the United Kingdom has been charged with the control of the NHS. It provides a political inclination to the NHS representing the will of the government in its jurisdiction. Under the department of health are a total of ten Strategic Health Authorities which directly take up the overseeing

Attitudes Towards Gambling Behaviour Psychology Essay

Attitudes Towards Gambling Behaviour Psychology Essay Gambling has always tended to capture ambiguous views and opinions in society. This project discusses definitions of gambling, causes, models and treatments for those with gambling problems. The primary data is collected from an online questionnaire which was designed based on previous research, drawing particularly from the 2007 British gambling prevalence survey which was conducted in order to gain understanding about the social impact of gambling and the costs and benefits. Only 80 actual responses were recorded successfully. The participants age ranged from 17 52 making the mean age 24. The majority of participants were female with 37.5% being male and 62.5% being female. Due to the ethnic demographic of the area being predominantly White British, 81.2% of responses were from White backgrounds. A 14-item attitude scale was used for the main body of the questionnaire, including 7 positive statements and 7 negative statements. Each statement was given a score from 1 to 5, 1 being strongly agree and 5 being strongly disagree. In order to gather the correct data for analysis, the scores of the positive statements was swapped in reverse in order to indicate the more approving attitudes for each item. The 14 items are individually scored and added together to create one score. This score is known as the attitude score. As there were 14 items and each rating which was neither agree nor disagree was scored at 3, the mid-point attitude score is 42, anything below this suggests an overall negative response and anything above therefore suggests an overall positive response. Results show a strong correlation pointing towards a positive attitude towards gambling when the mid-point attitude score is 42, most scores show scores above 42 therefore showing a positive* response. There is only one item that received an overall negative response. Introduction The topic to be addressed in this research is about gambling, the different types and forms and how the public perceive gambling behaviour. The research will discuss various views and opinions of social and problem gambling and draw upon different theories as to why people gamble. Other research studies will be evaluated also. Orford (2009) conducted a survey based study using a 14 item attitude scaled which measures the general attitudes towards gambling. This scale was originally created to be used in a British gambling survey in 2007. This particular survey used a typical sample of 8880 partakers who were over 16 years old. It found that in most cases, attitudes towards gambling were negative, the only exception to these attitudes were from those who gambled the most. What is interesting about the results of this survey is that more people saw gambling to be a foolish and dangerous and to be harmful to families and communities, however, the majority of participants were against the prohibition of gambling. This survey has been the basis for the questionnaire in this study and therefore I will use the results of Orford survey to guide me towards the hypothesis for my own questionnaire. The main hypothesis is those who gamble regularly will have positive attitudes towards gambling. Another key hypothesis is those who have ever had a gambling problem will feel empathy and sympathy towards other problem gamblers. Gambling has always tended to capture ambiguous views and opinions in society while drawing in both massive public involvement and an increasing amount of criticism on moral, social and economic grounds (Cornish, 1978). There are many different types and forms of gambling. The main or most popular forms are gaming machines betting bingo casino lotteries and pools. Gaming machines allow the player to participate in a computerised game of chance in exchange for money and in some way the other forms of gambling are not dissimilar, due to either the exchange of money for a game of chance, like in betting and lotteries. Betting, pools and some casino games take some form of logic and or strategy, and therefore is less based on chance or luck, however, they are similar to gaming in regards to the exchange of money for chance (Gamble Aware, 2013). Game play therefore is a good way of describing what gambling is, for example, Herman (1976) articulates how gambling can be understood best through the example of game playing. He uses this instance because game playing is normal and inconspicuously integrated within the rest of gambling culture and society where it mostly occurs. Herman found that a common them e among previous research is that gambling is being studied as an activity that is singled out from the rest of the social society and that gambling as an activity is different to other routine activities. On the contrary, it can be argued that gambling relates to and links with other factors of society; that it is a product of this society and not separate. Therefore game play was a convenient topic for discussion in this instance. Gamblers anonymous (2012) see gambling as any form of wagering or bet placing, either for other people or themselves, whether it is for money or just for fun, where the result cannot be determined or relies on skill or chance. This definition includes any form of gambling no matter how small or insignificant because to a compulsive gambler, anything can be a trigger to resume their addiction. This definition opens up a new perspective on the term gambling. Routine activities that many of us participate in in everyday life may impact a compulsive gamblers life dramatically; this suggests that more should be done to sensitively create public awareness not just for ourselves but of those around us when gambling. A more in-depth definition and explanation of gambling is proposed by Perkins (1950), whom offered the idea that gambling could be segmented into 4 factors, the first being the swapping of money which takes place without any comparable value; the second is the possession of money regulated only by luck or chance; thirdly, the profit of the winners, made possible only by the loss of other people; and finally, the risk involved which is excessive. Using the belief that different forms of gambling all have clear fundamental features in common, people often, rationally, want to know about the connection between involvement in gambling irrespective of type and the descriptions of gamblers, such as age, sex, social class and income. The easiest measures are those whereby samples can be divided into gamblers and non-gamblers on the foundation of whether they take part in any number of gambling activities (Cornish, 1978). When talking about frequency of gambling, Downes et al (1976) found that there were considerable differences when it came to gender. Men seemed to gamble much more often than women and in particular younger men seemed to be more prone to gambling addiction, especially men from upper class and also, the poor. Downes also explains that younger men are more likely to participate in gambling activity. When it comes to explaining and discussing forms of problem gambling it is likely that biological, psychological and sociological processes are involved (Lesieur Rosenthal, Pathological gambling: A review of the literature, 1991). Each theory or model of problem gambling is more likely to only highlight one of these processes. There are numerous ways to define problem and compulsive gamblers. Clinically, the American Psychiatric Association (APA) uses the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), and categorizes problem and compulsive gambling as an impulse control disorder and uses ten conditions to conduct a diagnosis of this disorder. The ten conditions range from repeated unsuccessful efforts to control, cut back, or stop gambling through to illegal acts such as forgery, fraud, theft or embezzlement to finance gambling (University of Chicago, 1999). These ten conditions represent three dimensions within problem gambling: loss of control, damage or disruption, and dependence. Research has advocated that people who become easily attached or addicted to activities generally mistrust others around them, this could have stemmed from incidents of social or personal trauma, and therefore, they stay away from seeking help and instead turn to a specific addictive behaviour as a way of distracting them from this trauma, it is a temporary way of relieving distress. From this viewpoint, addiction may have developed as a process of relieving distress; whereas those who have negative views about ideas of histories of trauma are more prone to seek their relief from other places, such as gambling. It was hypothesized by Hoefler Kooyman (1996) that social and personal trauma can be related to problem gambling, and that this association would be arbitrated by perceptions of a lack of social support. One well known model of problem gambling is the social learning model, originating from skinners first (1953) social learning theory. This model assesses gambling as an operant behaviour, meaning a behaviour that can be modified by different consequences and outcomes. Logically, one would assume that in the instance of gambling, money or a prize would be the positive reinforcement factor to initiate addiction; however, more recent research increasing shows the significance of physiological arousal and its properties of reinforcement (Petri Govern, 2003) which can be related to the social learning model. Intriguingly, skinners (1953) study revealed a contradictory argument that a persons behaviour to gamble is a reflection of their prior history reinforcement issues. Skinner posited the hypothesis that beginning with success or beginners luck as some would call it, leads to an increase in the probability that that person would continue to demonstrate gambling behaviours, even when th e reinforcement ratio of winning had declined. Unfortunately, at the time, skinner was only able to test and demonstrate this theory on pigeons and rats. Later research on skinners theory allowed Custer (1984) to test the theory of humans, results showed that the same pattern towards addiction reflected from skinners results on animals, Custers results highlighted the high significance of an early big win towards the progression of a pathological gambling disorder. Although these results demonstrate what this pattern for gambling addiction is, the explanation of why the pattern occurs, still remains, specifically, the question should be why it exists even when reinforcement has gone or is decreased massively, for example, when the gambler hasnt had a win for a long time but still continues to gamble. One explanation of this is what is known as the partial reinforcement extinction effect, this is when an absence of reinforcement creates more persistence of gambling behaviour because the gambler knows that if they continues, eventually they will experience a win, therefore the continuation to gamble even after a long losing streak is eventually reinforced and consequently strengthened by the most recent win (Griffiths, 1995). Another explanation is one that contemplates again the role and idea of arousal. According to Brown (1987) this explanation considers arousal as a key factor of problem gambling, while also relating to physiological views fr om the social learning model. According to browns research, each person has their own unique psychophysiological needs for arousal, for example, one individual may learn to regulate their arousal needs through gambling, therefore in this instance, the loss while gambling would be the main reinforcement of gambling behaviour. Browns (1987) research is not limited to the theory of arousal; he also offered the idea that there are as many as six processes which participate in the development of problem gambling. These six processes are listed according to (Upfold, 2013): Affective states, like anxiety or depression; Cognitive distortions about gambling; Behavioural reinforcement schedules; Social and institutional determinants, like the opportunity to gamble; Subcultural conditions, such as the prevailing attitude toward gambling, and the prevailing values of the individuals social context and reference groups, And; Internal fantasy relationships with personifications such as lady luck, and the gamblers parents. To give a brief explanation, a person first has to be presented to gambling to enable the trigger to be able to express gambling behaviour; this is usually due to social determinants or cultural conditions. To then continue and perhaps escalate the gambling behaviour, arousal and reinforcement is needed. At a point in a gamblers life where all affective and cognitive factors are present, sometimes along with internal fantasy relationships, gambling is the most important task and a priority to that individual (Brown R. , 1987). This explanation that brown offers is broad and in depth, it offers a more complex understanding of problem gambling than the simple model of social learning (Upfold, 2013). For the benefit of evaluation and comparison, the psychodynamic model offers some interesting theories centred on gambling behaviours. This model suggests that problem gambling exists in the psyche; it is proposed by Epstein (1994) that gambling is an unconscious attempt to resolve conflicts within the psyche. Conflicts that exist in the psyche are uncontrollable and it is suggested that gambling is a behaviour performed in order to try to relieve psychological pain and stress. Within this area of exploration, there are a few main psychodynamic oriented theories which can help explain behaviour such as gambling. In these theories there tends to be three key factors, as listed by Griffiths (1995) these are: Gambling is an unconscious substitute for pre-genital libidinal/aggressive outlets. Gambling involves an unconscious desire to lose a wish to be punished in reaction to guilt. Gambling is a medium for continued enactment (but not resolution) of psychological conflict Rosenthal (1994) proposes that most problem gamblers have narcissistic tendencies, along with regular feelings of hopelessness and inadequacy which then leads to their psyche constructing a fictional world where gambling can be perceived as a solution to their pain. This fictional world enables the gambler to learn feelings of power, independence and overall, feel in control and important while they gamble. Rosenthal (1994) also comments that the narcissistic tendencies are vulnerable to fluctuating feelings of depression and arousal. It is noted that by participating in gambling behaviour, these feelings are regulated. An alternative topic of interest in the psychodynamic theory is that of loss, this term includes any form of actual separation from the death of a loved companion to an emotional loss such as self-esteem (Upfold, 2013). To sum up the theory of loss, it is that a universal loss is a significant issue for a problem gambler, resulting in intolerance for losses in the future. Furthermore, the psychodynamic theory suggests that gambling is triggered by an emotional loss but additionally can be a way of avoiding further risks that could cause the emotional pain to increase. The theory suggests that, if a child loses its mother when their psychic development is not yet fully matured, they will then use gambling as a substitute to the love of their mother. An obvious theme throughout the explanation of psychodynamic theories is that it is largely based upon opinions and does not hold a strong factual or scientific content, this is probably due to the concepts of the unconscious and the psych e being untestable as they are not physical objects or places, they are entirely theoretical, most of Rosenthals so called evidence was based upon a few grouped or many individual case studies, therefore cannot be relied upon for accurate scientific research (Cox, Yu, Afifi, Ladouceur, 2005). Granting that the psychodynamic approach isnt reliable in actual research, it is however a good path to look down when thinking about contributions to society, for example, counsellors working with problem gamblers may be led further to understand that there may be unseen, internal processes coinciding with the actual gambling behaviour itself, also, and many gamblers are thought to benefit from counselling which explores their feelings of emotional loss, intimacy and their fantasy ideas about gambling and luck. Many psychodynamic theorists advocate that some gamblers may reunite with these feelings from their unconscious when they stop gambling, thus creating an uncomfortable urge to gamble again (Upfold, 2013). Before moving on to results and statistics about the publics perception of gambling, first it should be discussed as to why the publics perception is important to us and society. First of all, the stances of the public community possibly will influence the capability of local and national governments to apply new, or review existing legislation associated with the control of gambling and gambling activities (Mond, Davidson, McAllister, 2011). In many countries, controlling gambling activities legislation are already under review, for example, in Australia, high stake poker machines will require you to commit to a spending limit in order to play, this disables the player from betting any more money on that particular game that day (Parliamentary Joint Select Committee on Gambling Reform, 2011). Secondly, the more accurately public perception is studied, the higher the likelihood of new therapies and treatments becoming available for those with gambling problems and addictions. Additi onally, negative perceptions regarding people with gambling problems may composite negative emotional states such as vulnerability and thus make more people hesitancy to seek help (Mond, Davidson, McAllister, 2011). Treatments In numerous countries around the world, there is growing fascination in early intervention tactics to support people who are suffering from severe gambling-related problems. Key to these thoughts and considerations is whether we are able, as professionals, to recognize problem gambling behaviour and or risky behaviour in risky gambling situations before people officially seek help or treatment (Delfabbro, King, Griffiths, 2012). Literature shows that interventions and treatments for problem gambling and be rather similar to the methods involved in treating other disorders such as drug addiction. Much like drug addiction, a major challenge in treating gambling problems is being able to prevent a relapse. An example to support this is that not many people that discontinue using drugs due to treatment remain sober in the long-term future. Within drug addiction, slips are single episodes of drug use that subsequently lead to a major relapse (Marlatt Gordon, 1985). There are so many factors that can affect the risk of any individual trying to recover from any kind of addiction, from relapsing, these factors can be environmental however, and the majority are personal to each individual. In order to succeed in recovering from an addiction, the development of new skills is essential. These skills should encourage positive behaviour and be integrated into everyday life so that in the event of a relapse; these skills will become easier to perform (Brown, Schubert, Saykally, Evenson, 1986). Many of these skills will be something to substitute trigger activities from their drug addiction, many take up forms of exercise and others turn to spiritual or religious activities in order to sustain their abstinence. At this point it is unknown whether or not the same behaviour patterns will help in problem gamblers to help them quit. It may be important to understand the characteristics of those who want to gain treatment for their gambling. Reasons for this are so that it can help develop the correct effective treatment for those who actually want to stop gambling. It has already been noted that the majority of clinical research on the topic of problem gambling has been either case studies or small sample studies. Data collected from this type of research is not able to be generalised to the wider population. Due to this disadvantage, creating accurate demographic profiles of treatment seekers is problematic; however there has been research that gives a small insight into the most likely candidates. Research from Blackman (1986), Ciarrocchi Richardson (1989) and Volberg (1995)have found that in general, it tends to be white middle-aged men that most commonly seek treatment for their gambling addiction; however, more recently, research is finding an increase in women wanting treatment or advice on gambling probl ems (Moore Volberg, 1998). Many treatment seekers are in their 30s and 40s and have an average or higher educational background. There are many methods to treat problem gambling, the methods derive from many approaches such as psychoanalytical/psychodynamic and behavioural approaches. This discussion of treatment approaches will both reiterate and contradict previous evaluation of the same approaches that have attempted to explain the causes of gambling problems. Psychodynamic professionals look for an understanding of gambling by reflecting upon the motivation influences that come from our unconscious processes; they refer to it as the science of the mind and consider how these processes may be able to oppose cognition and emotion and turn them into a behaviour (Lesieur Blume, 1987). Although psychodynamic therapies and treatments have not proven to gain effective results, they are the most regularly used forms of treatment for problem gambling behaviour at this time. The psychodynamic perspective proposes that problem gambling is an expression or a symptom of an underlying issue within the psyche. The best way of helping gamblers at the moment is by attempting to make them understand their underlying issue and confront it (Rosenthal Rugle, 1994). While many other academics have recorded the significance of psychodynamic treatments relating to addiction, there are no controlled studies or research that investigates the efficiency of this approach in terms of treating a gambling problem. Moving onto a behavioural approach, treatments within this approach are more active, especially looking towards classical and operant conditioning theories as a solution or treatment. One known treatment that is currently used is aversion therapy. This involves a negative stimulus being applied to the patient while they are thinking about or participating in gambling behaviour, the negative stimulus us quite often small electric shock. Obviously, this method has many ethical drawbacks and is used only in severe cases and if the patient is mentally stable to agree to it (Epstein, 1994). A second example of a behaviourist treatment is a simple procedure called imaginable desensitization. It uses two stages in the process. First of all the patient is taught how to relax, once they are in a relaxed state, the behaviourist professional will ask them to imagine some situations related to gambling that they find stimulating. From this, the patient will learn to relax then they find themselves in situations where they are able to gamble, the relaxation will be a substitute to giving in to their addiction (Brown R. , 1987). This approach links closely to some psychodynamic theories, but initially is seen as a cognitive treatment. Methods It was decided that an online questionnaire would be used to conduct this research because they are quick and easy to create and collect data from. Choosing to conduct this questionnaire online proved to be the right choice also as it did not take up lots of time for either the researcher or for the participants. Online questionnaires are effective for a number of reasons, the main one being that they are inexpensive and easy to gain fast responses from a large sample size (Deutskens, Ruyter, Wetzels, Oosterveld, 2004). I designed my questionnaire based on previous research, drawing particularly from the 2007 British gambling prevalence survey which was conducted in order to gain understanding about the social impact of gambling and the costs and benefits (Orford, 2009). General lifestyle and demographic questions are at the beginning of the questionnaire in order to gain data of who is participating in the research. The main body of the questionnaire is the 14-item attitude scale o riginally produced by Orford (2009) who believed that it was vital that his survey about attitudes towards gambling should contain a dependable and legitimate scale that can reliably measure general attitudes towards gambling. This scale uses a straight forward format containing a sequence of statements which express either a specific negative or positive attitude, the participant would rate how much they disagreed or agreed with each statement using a lickert scale. My questionnaire used all 14 items in its attitude scale, 7 positive statements and 7 negative statements. Each statement was given a score from 1 to 5, 1 being strongly agree and 5 being strongly disagree. In order to gather the correct data for analysis, the scores of the positive statements was swapped in reverse in order to indicate the more approving attitudes for each item. The 14 items are individually scored and added together to create one score. This score is known as the attitude score. As there were 14 items and each rating which was neither agree nor disagree was scored at 3, the mid-point attitude score is 42, anything below this suggests an overall negative response and anything above therefore suggests an overall positive response. The aim was to have a sample size of 100, only 80 actual responses were recorded successfully. The participants age ranged from 17 52 making the mean age 24. The majority of participants were female with 37.5% being male and 62.5% being female. Due to the ethnic demographic of the area being predominantly White British, 81.2% of responses were from White backgrounds. The sample was collected online via email, Facebook and twitter accounts along with a description of the study and its purposes. None of the participants are excluded as all relevant questions were answered in every response. To eliminate social desirability, whereby the participant might purposely give the answers the researcher is looking for, the questionnaire aims were distorted slightly by asking general exercise, drinking and diet questions along with gambling questions. The second part of the questionnaire will be the main part used for analysis; this section will state that it is a control group questionnaire about gambling. The title of the questionnaire was explained to be assessing how the public perceive social behaviours, although the questionnaire aim was to measure how the public perceive only gambling behaviours. Ethical situations were taken into consideration in this instance and it was decided that slightly deceiving participants was needed in order to enable the study to gain more realistic results and validity. The next part of the questionnaire measured if each participant had a gambling problem, ever had a gambling problem or if theyre parents or guardians ever had a gambling problem, the results from this section are to be taken into consideration when analysing the final question. The final question is a vignette about a young males gambling problem and some trouble that gambling had got him into; participants were given a list of attitudes and feelings such as Anger sympathy empathy and were asked if they blamed the characters parents or himself. This section is relevant because those with positive attitudes towards gambling may relate to the character and therefore give a positive or sympathetic attitude towards the situation. A recent study about profiling problem gamblers shows that there is near enough a 50/50 weighting of female problem gamblers to female social gamblers. Also, there are a considerably higher amount of males at risk to problem gambling than when compared to women. When analysing demographic results, findings show that there was a significantly lower amount of problem gamblers in the 65 years and over age category. The second most at risk age group was found, in this case to be 35 49 year olds, leaving the most at risk category to be the 18 24 year olds (Department Of Justice, 2013). Demographic Analysis and Results The following results present demographic data collected from the primary survey conducted. The data contains the total number of responses returned for all questions and the representative percentage of responses for each modality available. If there were any non-responses to any questions, this will not be included in the charts and tables. If the value of representative responses is 0, this will not show in the charts, however will be shown in the tables. This chart shows the representative percentage age of all participants. Age ranges Frequencies % representative From 17 to 20 29 36.2% From 21 to 29 40 50.0% From 30 to 37 3 3.8% 38 and over 8 10.0% Total 80 100.0% This chart shows the representative percentage gender of all participants. Gender modality Frequencies % Representative Male 30 37.5% Female 50 62.5% Total 80 100.0% Etiological reports of problem gambling have commonly concentrated on men from Gamblers Anonymous (GA) men from the Veterans Administration hospital system (Lesieur Blume, 1987) Therefore, women are diagnostically underrepresented also. Numerous initial studies that did include women used small samples or case studies from Gamblers Anonymous (Lesieur Blume, 1991). These results show a much higher percentage of female respondents than men. Thus, it enables this type of research to be analysed for gender specific data if needed. This chart shows the representative percentage ethnicity of all participants. The table below shows all the modalities available for selection within the survey. Ethnicity modality Frequencies % Representative White 65 81.2% Mixed white and black Caribbean 7 8.8% Mixed white and black African 1 1.2% Mixed white and Asian 0 0.0% Any other mixed background 2 2.5% Asian indian 3 3.8% Asian Pakistani 0 0.0% Asian Bangladeshi 0 0.0% Any other Asian background 0 0.0% Black Caribbean 1 1.2% Black African 0 0.0% Any other black background 1 1.2% Chinese 0 0.0% Any other ethnic group 0 0.0% Total 80 100.0% Results frequency score and attitude score table The results shown in the table below indicates the response count to each modality and also to each option within that modality. The frequencies are shown to indicate how many responses were given, however any non-responses are not shown in the table. In place of a percentage score, an attitude score is present. An explanation of the attitude scores is presented below the table. Strongly agree agree neither agree nor disagree

The U.S. Involvement in the Vietnam War Was Justified Essay example --

The U.S. Involvement in the Vietnam War Was Justified   Ã‚  Ã‚  Ã‚  Ã‚  The Vietnam conflict has been known for being the most unpopular war in the history of the United States. The war of 1812, the Mexican war and the Korean conflict of the early 1950's were also opposed by large groups of the American people, but none of them generated the emotional anxiety and utter hatred that spawned Vietnam. The Vietnam war caused people to ask the question of sending our young people to die in places where they were particular wanted and for people who did not seem especial grateful.   Ã‚  Ã‚  Ã‚  Ã‚  Vietnam has a very rich and cultural diverse background dating all the way back to 1066 when William the Conqueror invaded and paved the way for English colonization. The French had been colonizing since the 19th century. The French role in Vietnams history is critical; they started out by bringing these simple peasants to the latest technology of farming and hunting (Yancey 37). The French helped these people out greatly in the beginning, but like all stories of occupation go they just got worse. They started forcing rules and laws on the people of Vietnam. Thus started the First Vietnam War, also known as the Indochina War between France and Vietnam. "The French possessed military superiority, but the Vietnamese had already the hearts and minds of the country. (38). Even from the beginning the Vietnamese had the odds to there favor. The French looked at the wars in numbers and how many lost on each side. They gathered from all the battles that they were winning because the Vietnamese casualties far outweighed the French; nonetheless they were wrong. To a certain point the French were fighting a game that they could not win at any cost. The French had the military superiority but the Vietnamese had the manpower and the Guerilla tactics. The Indochina War ended with French loosing terrible at Dienbienphu, where a whole French garrison was wiped out.   Ã‚  Ã‚  Ã‚  Ã‚  When Vietnamese revolutionary Ho Chi Minh and his political organization, the Vietminh, seized control of their independence from France United States Politicians saw it as another communist take over. When really Ho was more a nationalist than a communist. All Minh wanted was for the United States to recognize its independence from France and to send aid to help it reach its nationalistic goals. "Before the Cold War Ho and the Vietmin... ... of South Vietnam that resulted in the fall of Saigon on 30 April. In the previous month a RAAF detachment of 8 Hercules transports flew humanitarian missions to aid civilian refugees displaced by the fighting, and carried out the evacuation of Vietnamese orphans before finally taking out embassy staff on 25 April (Dudley 179). The US did the same exact thing except there were many people left behind that we could not transport due to the importance of emptying out embassy. Over fifty countries pooled resources together but out of all the United States had a much bigger sacrifice, the ultimate sacrifice, the sacrifice of our young men. These men started coming into Vietnam as early as 1962.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Vietnam War was a very mismanaged war but our involvement was very crucial. Some people believe that the side we were on was wrong, and the author of this completely agrees. Ho Chi Minh was really a quite conservative communist leader. He was fair and he was also was balanced. He treated his people very fairly. The beliefs of the author are that if Truman would have not set the precedent of opposing all communist leaders than the Vietnam War would have been a lot different. The U.S. Involvement in the Vietnam War Was Justified Essay example -- The U.S. Involvement in the Vietnam War Was Justified   Ã‚  Ã‚  Ã‚  Ã‚  The Vietnam conflict has been known for being the most unpopular war in the history of the United States. The war of 1812, the Mexican war and the Korean conflict of the early 1950's were also opposed by large groups of the American people, but none of them generated the emotional anxiety and utter hatred that spawned Vietnam. The Vietnam war caused people to ask the question of sending our young people to die in places where they were particular wanted and for people who did not seem especial grateful.   Ã‚  Ã‚  Ã‚  Ã‚  Vietnam has a very rich and cultural diverse background dating all the way back to 1066 when William the Conqueror invaded and paved the way for English colonization. The French had been colonizing since the 19th century. The French role in Vietnams history is critical; they started out by bringing these simple peasants to the latest technology of farming and hunting (Yancey 37). The French helped these people out greatly in the beginning, but like all stories of occupation go they just got worse. They started forcing rules and laws on the people of Vietnam. Thus started the First Vietnam War, also known as the Indochina War between France and Vietnam. "The French possessed military superiority, but the Vietnamese had already the hearts and minds of the country. (38). Even from the beginning the Vietnamese had the odds to there favor. The French looked at the wars in numbers and how many lost on each side. They gathered from all the battles that they were winning because the Vietnamese casualties far outweighed the French; nonetheless they were wrong. To a certain point the French were fighting a game that they could not win at any cost. The French had the military superiority but the Vietnamese had the manpower and the Guerilla tactics. The Indochina War ended with French loosing terrible at Dienbienphu, where a whole French garrison was wiped out.   Ã‚  Ã‚  Ã‚  Ã‚  When Vietnamese revolutionary Ho Chi Minh and his political organization, the Vietminh, seized control of their independence from France United States Politicians saw it as another communist take over. When really Ho was more a nationalist than a communist. All Minh wanted was for the United States to recognize its independence from France and to send aid to help it reach its nationalistic goals. "Before the Cold War Ho and the Vietmin... ... of South Vietnam that resulted in the fall of Saigon on 30 April. In the previous month a RAAF detachment of 8 Hercules transports flew humanitarian missions to aid civilian refugees displaced by the fighting, and carried out the evacuation of Vietnamese orphans before finally taking out embassy staff on 25 April (Dudley 179). The US did the same exact thing except there were many people left behind that we could not transport due to the importance of emptying out embassy. Over fifty countries pooled resources together but out of all the United States had a much bigger sacrifice, the ultimate sacrifice, the sacrifice of our young men. These men started coming into Vietnam as early as 1962.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Vietnam War was a very mismanaged war but our involvement was very crucial. Some people believe that the side we were on was wrong, and the author of this completely agrees. Ho Chi Minh was really a quite conservative communist leader. He was fair and he was also was balanced. He treated his people very fairly. The beliefs of the author are that if Truman would have not set the precedent of opposing all communist leaders than the Vietnam War would have been a lot different.