Why They Say No (Casi— No ): Countries that Reject Legalized Casino Gambling

Most world venues have legalized casino gambling. Indeed, the numbers of venues has been growing rapidly. In 1986, seventy-seven nations permitted legal casino gambling; in 1996, 109; while recent reports indicate 132 countries have casinos. Nonetheless, there are several cases of jurisdictions rejecting the legalization of casinos. This article seeks to find common reasons for the rejections, and examines the following ten venues: Bhutan, Brazil, Japan, Liechtenstein, Iceland, India, Ireland, Israel, Mexico, and Norway. The study utilizes a framework from the book The Last Resort: Success and Failure in Campaigns for Casinos, by John Dombrink and William N. Thompson. The authors developed a “Veto Model” for explaining why American states rejected casinos in the decades before 1990. Major veto factors influencing casino campaign outcomes included: (1) the economic conditions and state experiences with gambling, (2) the position of political and business elites, and other gaming interests; (3) campaign sponsorship; and (4) whether the dominant issue in a campaign was economics or crime and social problems. For successful campaigns (e.g. Atlantic City, 1976), all factors had to be supportive of casinos

Ford Foundation: Knowledge, Creativity and Freedom Program

Explains the new program, restructured from the Education, Media, Arts and Culture program in 2002 to include sexuality and gender issues and indigenous communities' cultural knowledge and resources. Includes grantee profiles and lists program offices

JETstream Volume 3 Issues 1

It was the ancient Greek philosopher Heraclitus that once said: the only thing that is constant is change.” Over the last several years, we have certainly witnessed many exciting changes here at Molloy and the library is no exception. At the JET Library we are constantly evolving and transforming to best provide the Molloy community with premium resources, high-level services and accommodating spaces. Although the library lost a stack room this past summer with recent campus renovations, we did gain some space when we repurposed one of our stack rooms into a much needed and highly requested by students, Quiet Study Area. This past year we also welcomed our first Access Services Librarian, David Nochimson, per diem librarians Leslie Wong Look and Debra Bernstein and a new per diem staff member, Iain Mawhinney. Among other library news, included in this issue you will learn about several new electronic resources added to the collection, as well as innovative systems to help make your visit more time-efficient. Our students have been very excited and appreciative of the addition of test prep books and textbooks to our collection for both their convenience and cost savings. Need to use a laptop but you left yours at home? No worries, the library now offers laptop lending. In being consistent with change, this year also marks the end of Bob Martin’s career at the JET Library as he embarks on a new chapter of his life as a retiree. Although Bob will certainly be missed at the JET Library and by so many at Molloy College, we are forever grateful for his valuable contributions to Molloy and the JET Library. As always, we welcome you to stop by the library to check out our new resources, perhaps read one of the books from our collection reviewed in this issue or to stop by and say hello to our new JET Library members

Teaching Place: Heritage, Home and Community, the Heart of Education

This dissertation examines the implementation of a Place-conscious pedagogy as a means to teach heritage and sense of place. This pedagogy is framed upon the premise that trying to understand our heritage and place—ourselves—are crucial elements in our ability to live well as individuals who are connected school/community members, who help our schools/communities thrive, becoming Place-conscious citizens. I argue that in teaching in such a culturally diverse community, tensions rise as immigration has become a main focus. Our school/community has experienced many ethnic groups with vast social differences for which Place-conscious education offers practical solutions. These students have a great need to feel a sense of belonging and their families need help in overcoming the challenges in school and local policies that come with immigration. Students who are native-born also experience challenges. Within this pedagogy’s framework, my students were first given the task to interview family members for oral, written, and digital history narratives; then they utilized mapping exercises to create deep maps, family trees and / or diagrams to enhance learning. The end product of this heritage work was to produce authentic writing that resulted in self-knowledge of where the students’ families immigrated from and to honor and give voice to that heritage, and, end in promote community and active citizenship. I examined the patterns, themes, and understandings that emerged in student writing practices within the framework. These historical narratives involved generational connections. Students investigated how their ancestors’ purposes for coming to the Great Plains impacted their lives. I examined the appreciation of place and identity as place; I laid the groundwork for or planted the seeds of stewardship, conservation, and ecology of place—sustainability. I concluded that one critical aspect of these Place-conscious assignments brought solidarity: we are all immigrants and need to feel a sense of belonging and community. Through these assignments, student realized the historical forces, which led all of their family members to America. We understood the need to all work for our mutual good, not self-interest. We need social justice. I see great hope in this conclusion. These assignments enhanced critical-thinking skills. Advisor: Robert Brook

Teaching Place: Heritage, Home and Community, the Heart of Education

This dissertation examines the implementation of a Place-conscious pedagogy as a means to teach heritage and sense of place. This pedagogy is framed upon the premise that trying to understand our heritage and place—ourselves—are crucial elements in our ability to live well as individuals who are connected school/community members, who help our schools/communities thrive, becoming Place-conscious citizens. I argue that in teaching in such a culturally diverse community, tensions rise as immigration has become a main focus. Our school/community has experienced many ethnic groups with vast social differences for which Place-conscious education offers practical solutions. These students have a great need to feel a sense of belonging and their families need help in overcoming the challenges in school and local policies that come with immigration. Students who are native-born also experience challenges. Within this pedagogy’s framework, my students were first given the task to interview family members for oral, written, and digital history narratives; then they utilized mapping exercises to create deep maps, family trees and / or diagrams to enhance learning. The end product of this heritage work was to produce authentic writing that resulted in self-knowledge of where the students’ families immigrated from and to honor and give voice to that heritage, and, end in promote community and active citizenship. I examined the patterns, themes, and understandings that emerged in student writing practices within the framework. These historical narratives involved generational connections. Students investigated how their ancestors’ purposes for coming to the Great Plains impacted their lives. I examined the appreciation of place and identity as place; I laid the groundwork for or planted the seeds of stewardship, conservation, and ecology of place—sustainability. I concluded that one critical aspect of these Place-conscious assignments brought solidarity: we are all immigrants and need to feel a sense of belonging and community. Through these assignments, student realized the historical forces, which led all of their family members to America. We understood the need to all work for our mutual good, not self-interest. We need social justice. I see great hope in this conclusion. These assignments enhanced critical-thinking skills. Advisor: Robert Brook