The Use and Abuse of Lotteries as a Revenue Source.
word "lot," from which the name lottery is derived, originated from the Teutonic word "hleut," and was used to designate an object such as a disk, pebble, or bean that was drawn or cast to decide disputes, divide property, settle uncertain matters, or determine winners in games of chance.1 Accordingly, lottery gambling is a distribution scheme by lot or chance, a game of hazard in which consideration is ventured for the chance at obtaining a prize.2 Lots have been in use from time immemorial. Archaeologists in Egypt found artifacts used in gaming from as early as 3500 B.C. Also, the use of lots for determining the distribution of property is traceable to biblical times as first appears in the book of Numbers of the Old Testament where it is written that Moses apportioned the land west of the Jordan to the twelve tribes of Israel on the basis of lots.3 In Acts of the New Testament, the casting of lots was used to determine who should replace Judas Iscariot as an apostle.4 Also, lotteries were used extensively by the Romans, including Emperors Nero and Augustus, to give away slaves and gifts during Saturnalias feasts and other banquets.5 Furthermore, Italian merchants used the lottery to distribute prizes and dispose of unsold merchandise during the Middle Ages. Some historians propose that the first public lottery was held in the French town of L'Ecluse in 1420 to raise funds for fortifications;6
Developing and Sustaining K–12 School Technology Innovation Through Lottery Grant Awards: A Multiple Case Study
This qualitative, descriptive, multiple case study investigated the impact of technology-focused grants, funded by state lottery proceeds, on four schools in a Midwestern state. Participants were selected from a list of 11 projects identified by the administrative agency overseeing the grant program as successful projects based on data the schools self-reported. At the time of the study, all projects had been completed for at least 1 year. The four schools selected for the study ranged from a small, rural school in a geographically isolated area of the state, to a large urban high school in the state's largest city. Several themes evolved through interviews with 13 key school personnel: defining innovation, expectations vs. reality, individual project roles, technology planning and implementation, and the grant writing process. The data were collected through a variety of qualitative methods including semi-structured interviews, e-mail, review of formal documents, and observations of the settings in which the educator worked. Findings highlighted the differences in resources among large and small schools, the impact of individuals on a school's culture and instructional practice, the role of the state's educational support services in school and curriculum innovation, and the role of technology in educational practice.
Reading relations: Structures of literary production : a dialectical text/book
Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is reading relations structures of literary production a dialectical text book. This book is not kind of difficult book to read. It can be read and understand by the new readers.