Dahmers Confession :: essays research papers

On Wed., 7-24-91, I, Det. KENNEDY on Squad 126, while interviewing the suspect in this offense, that being one Jeffrey L.. DAHMER, spoke to him in regards to the fact that he had knowledge to whether or not the acts he was comitting were right or wrong. At this time, Mr. DAHMER stated that he was fully aware that the acts he was colTiflitting were wrong and that he feels horrified that he was able to carry out such an offense. He stated that it is obvious that he realized that they were wrong because he went to great time and expense to try to cover up his crimes. He stated that he used quite a bit of caution by setting up alarm systems in his apartment, that being In the outer door, the sliding door leading to his hallway bathroom and bedroom, and his bedroom door. He stated that he set up a fake video camera and told other homosexuals that he had brought to his apartment that it automatically turned on if his door opened up without the alarm being turned off. He stated that this was all done in order to keep people from entering into his apartment and discovering the evidence of his criminal act. He also stated that he drank excessively to try to forget the nlghtmre he felt he was living as he remembered the horror of some of the acts that he performed. He stated that he is deeply remorseful now for what he had done and wished that he had never started. He stated that he is not sure why he started committing these offenses and feels that in order to make restitution to the families of those he has killed, that he would like to help the police In any way that he can by trying to identify his victims. Report dictated by Oct. Patrick KENNEDY. PK/rc 7-24-91 On Tuesday, 07-23-91, I, Detective KENNEDY, of Squad 126, while investigating the above incident and filing reports down on the 4th fi., of the CIB, was given a message, by the head jailer in LUCAD, that the suspect in this offense, one Jeffrey_DAHMER, had requested to speak with me again. At this time I proceeded to the 5th fl., LUCAD lock up, where I went to the cell, where DAHMER, the suspect was sitting. At this time I asked if he had in fact requested to see me again, and he stated "yes I did". Dahmers Confession :: essays research papers On Wed., 7-24-91, I, Det. KENNEDY on Squad 126, while interviewing the suspect in this offense, that being one Jeffrey L.. DAHMER, spoke to him in regards to the fact that he had knowledge to whether or not the acts he was comitting were right or wrong. At this time, Mr. DAHMER stated that he was fully aware that the acts he was colTiflitting were wrong and that he feels horrified that he was able to carry out such an offense. He stated that it is obvious that he realized that they were wrong because he went to great time and expense to try to cover up his crimes. He stated that he used quite a bit of caution by setting up alarm systems in his apartment, that being In the outer door, the sliding door leading to his hallway bathroom and bedroom, and his bedroom door. He stated that he set up a fake video camera and told other homosexuals that he had brought to his apartment that it automatically turned on if his door opened up without the alarm being turned off. He stated that this was all done in order to keep people from entering into his apartment and discovering the evidence of his criminal act. He also stated that he drank excessively to try to forget the nlghtmre he felt he was living as he remembered the horror of some of the acts that he performed. He stated that he is deeply remorseful now for what he had done and wished that he had never started. He stated that he is not sure why he started committing these offenses and feels that in order to make restitution to the families of those he has killed, that he would like to help the police In any way that he can by trying to identify his victims. Report dictated by Oct. Patrick KENNEDY. PK/rc 7-24-91 On Tuesday, 07-23-91, I, Detective KENNEDY, of Squad 126, while investigating the above incident and filing reports down on the 4th fi., of the CIB, was given a message, by the head jailer in LUCAD, that the suspect in this offense, one Jeffrey_DAHMER, had requested to speak with me again. At this time I proceeded to the 5th fl., LUCAD lock up, where I went to the cell, where DAHMER, the suspect was sitting. At this time I asked if he had in fact requested to see me again, and he stated "yes I did".

Explain the Importance and Benefits of Assessment for Learning Essay

Assessment for learning is an essential part of a child’s education as it defines whether or not the objectives of teaching are being met, assessments affects decisions about grades, educational needs of children and in some cases funding. Assessment for learning is a significant way to raise a pupil’s academic achievement and is centred on the belief that in order for children to progress in school then they must understand the purpose of their learning, where they are in relation to this purpose and how they can achieve their goals. Assessments will help a pupil reflect on their own development which in turn will help them recognize and appreciate their own strengths as well as developing an insight into themselves as students. If a child is given the opportunity to discuss their learning either with a teacher or one of their peers then they will develop a deeper understanding of their learning which can build confidence and motivate them as students. Effective assessment will identify individual educational needs of all children as well as informing them about their specific performances and achievements, this will then allow teachers to utilise approaches that are personalised to the needs of a child. Assessment can be used not only to measure learning but also to promote learning by teaching children how to ask questions as well as answering them, by emphasising to a child that it is acceptable to ‘Have a go’ and that by giving the wrong answer it is still learning.

Installing Openmrs Essay

There are two ways to install OpenMRS: Standalone, and Enterprise. You must have Java 6 or higher installed on your system to run OpenMRS. OpenMRS Standalone provides a simplified installation option with an embedded database and web server. It is a great way to evaluate and explore OpenMRS, letting you get a local version up and running within minutes, and includes download options with sample data. OpenMRS Standalone should run fine for smaller installations (fewer than 10,000 patient records), but if you are setting up a larger installation, we recommend using the Enterprise installation. If you are not sure which makes sense, you can start with a standalone installation and migrate your data to the enterprise version later. OpenMRS Enterprise is appropriate for larger installations. If you already have a Java servlet container and a database installed, and you want to set up OpenMRS to use these resources, you should also use OpenMRS Enterprise. OpenMRS Standalone To install the standalone version, download the ZIP file and decompress it, then double-click the openmrs-standalone. jar file to run it. The first time you run this file, it will install OpenMRS and open your browser to the new OpenMRS instance. Do not delete or rename any files or folders after decompressing the ZIP file. These files and folders are required by the standalone installer. Alternatively, from the command line, you can navigate to the decompressed folder and run the following command: java -jar standalone-1. 1. jar On Linux, you can also double-click on the file named run-on-linux. sh. If you are prompted for how to run it, just select run. Alternatively, you can use a command line shell to navigate to the decompressed folder and run the following command: ./run-on-linux. sh Upgrading Standalone To upgrade a copy of OpenMRS Standalone, do the following: Stop the previous version of OpenMRS Standalone and exit the application. Download and extract the most recent version of OpenMRS Standalone. Copy your database directory from the previous version to this new OpenMRS directory. Copy your openmrs-standalone-runtime. properties from the previous version to this new OpenMRS directory. Install OpenMRS Standalone as described above. The new version of OpenMRS will run with your old data. Logging in By default, the initial username and password are as follows: Username: admin Password: Admin123 You must immediately change the admin password after installation for security purposes. To change your password, click My Profile in the upper right of OpenMRS, and choose the Change Login Info tab. Update your password, then click Save Options. You can also change your username, and provide your real name, on this screen. Stopping and Restarting As long as OpenMRS is running, you can return to the application by opening the following URL in your browser. http://localhost:8081/openmrs-standalone/ Before you change certain preferences, such as the port on which MySQL or Tomcat runs, you must stop the application. To stop the application, use the Stop button in the user interface, or choose File > Quit. Alternatively, run the JAR file on the command line with a -stop parameter. You can restart the GUI by clicking Start, or double-clicking on the JAR file again. Alternatively, you can run the JAR file with a -start parameter. By default, OpenMRS runs the MySQL database on port 3316, and the Tomcat server on port 8081. To use a different port, stop the application, then change the port number in the openmrs-standalone-runtime. properties file or in the GUI, and restart. To override the port from the command line, run the JAR file with a -tomcatport or -mysqlport parameter. Changing the port number will change the URL used to access the application. To access the application, you can choose File > Launch Browser, or run the JAR file with a -browser parameter. OpenMRS Enterprise You must have Apache Tomcat and MySQL installed on your system before installing the enterprise version of OpenMRS. Download the Enterprise WAR package from http://openmrs. org/download/ Navigate to the Tomcat Web Application Manager and enter your Tomcat administrator credentials. http://localhost:8080/manager/html Browse to the location of the openmrs. war package, and deploy it. The initial setup which follows may take some time. At the end of the process, the Web Application Manager will refresh, and /openmrs should be displayed in the list of applications. Tomcat should also start the application (Running = True). Open the OpenMRS web application to complete the initial setup process. http://localhost:8080/openmrs Getting Started with OpenMRS Enterprise The first time you run OpenMRS, the setup wizard will help you configure your installation. Follow the instructions in this wizard to set up your database, and populate it with test data if necessary.

The History of Pi Essays - Pi, Approximations Of, Free Essays

The History of Pi Essays - Pi, Approximations Of, Free Essays Pi The History of Pi A little known verse in the bible reads And he made a molten sea, ten cubits from the one brim to the other; it was round all about, and his height was five cubits; and a line of thirty cubits did compass it about(I Kings 7, 23). This passage from the bible demonstrates the ancient nature of the irrational number pi. Pi in fact is mentioned in a number of verses throughout the bible. In II Chronicles 4,2, in the passage describing the building of the great temple of Solomon which was built around 950BC, pi is given as equal to three. This value is not very accurate at all and should not even be considered accurate for its time, however it should be noted that precision was not needed for the task that was being performed and we should let the general concept of pi that the biblical characters posses impress us. Present knowledge suggests that the concept of pi first developed in 2000 BC in two separate cultures. The Babylonians used pi at a value of 25/8 while an entirely different culture, the ancient Egyptians used pi at a value of 256/81. While the biblical calculation of pi=3 most likely came from crude measurement, there is strong reason to believe, because of the relative accuracy of the values, that the Babylonians and Egyptians found pi by means of mathematical equations. In the Egyptian Rhind Papyrus, which is dated around 1650 BC, there is strong evidence supporting that the Egyptians used 4(8/9)2 =3.16 for their value of pi. At that point in history, and for the majority of modern history, pi was not seen as an irrational number as it is today. The next culture that investigated pi was the ancient Greeks. Starting in 434 BC Greeks were unraveling the mysteries of pi. The mathematician Anaxagoras made an unsuccessful attempt at finding pi, which he called squaring the circle and in 414 BC, 20 years after Anaxagoras failed in his attempt to square the circle, Aristophanes refers to the work of Anaxagoras in his comedy The Birds. It took over 100 years for the Greeks to finally find a value for pi. In 240 BC Archimedes of Syracuse showed that 223/71*pi*22/7. Archimedes knew, what so many people today do not, that pi does not equal 22/7 and he made no claim to have discovered the exact value of pi. However if we take the average of his two bounds we obtain pi=3.1418, which was an error of about 0.0002. Archimedes found the most accurate value of pi up to that time and his value would be used exclusively until the next discovery in the world of pi. The next major finding concerning pi did not occur in the western world, but in China by Tsu Chung-chih who approximated pi at 355/113 in 480 AD. Next to nothing except for this work is known about Tsu Chung-chihs life but it is very unlikely that he had any awareness of Archimedes work. We shall now notice how during the dark ages of Europe, the lead in the research of pi is passed to the East. Aryabhata, working on his own in Persia without any outside information in 515 AD was able to approximate pi to 3 decimal places. A mathematician from Baghdad named AlKhwarizimi worked with pi however the most accurate finding of pi to date was found even more east in Samarkand by Al-Khashi. In 1430 AD he approximated pi to 16 decimal places, the most to date. His work however, would be the last of note from the east as the European Renaissance brought about a whole new mathematical world. The first notable discovery in the approximation of pi from the European Renaissance was by Viete in 1593 AD. He expressed pi as an infinite product by using only 2s and square roots. In 1610 Ludolph van Ceulen demonstrated the new thought coming out of the Renaissance by calculating pi to 35 decimal places. Around the same time, Snell refined Archimedess method of calculating pi, and Snells work was used by Grienberger to calculate pi to 39 decimal places in 1630. In 1655 Wallis showed that pi/2=2/1*2/3*4/3*4/5*6/5*6/7*8/7*8/9..... The 18th centuary brought about great

The Top 9 SAT Writing Strategies You Must Use

The Top 9 SAT Writing Strategies You Must Use SAT / ACT Prep Online Guides and Tips Efficiency and organization are vitally important to successful SAT Writing preparation. If you don't have a good game plan for your preparation, you're likely to waste time on things that may not be helping you improve your SAT Writing score. Implementing specific, proven strategies during your SAT Writing prep will allow you to make the best use of your time and fully prepare yourself for the SAT Writing section. In this post, I will share with you my top 9 strategies for SAT Writing. These aren’t strategies you’ll be able to use if you try to employ them the night before the test. They needto be implemented over time to be effective. The strategies are: Learn the Rules Study Example Questions Practice withOfficial Tests Know What's in Each Section Explain Your Reasoning Focus on Your Target Score Simulate Test Day Conditions Use What's Underlined to Determine Your Approach Look for the Most Common Errors First SAT Writing Study Strategies The first section of strategies I'm giving you are study strategies. These are strategies you should use and focus on while you're studying for the SAT Writing section. #1: Learn the Grammar Rules The SAT tests the same grammar rules over and over. Understandingthese rules isthe best strategy for success on SAT Writing. Focus on studying the grammar rules that are tested most often.Some of the more commonly tested grammar rules on SAT Writing are wordiness, subject-verb agreement, and pronoun agreement. For further details on which topics the SAT often test, check out this post on the distribution of questionson the SAT writing section (coming soon). On the PrepScholar blog, we've written articles on each grammar rule that is tested on the SAT Writing section. Here are links to each of them: Subject-Verb Agreement Pronoun Agreement Pronoun Case Idioms Word Choice/Diction Wordiness and Redundancy Run-On Sentences and Fragments Parallelism Faulty Modifiers Adjective and Adverb Errors Verb Tense and Forms Illogical Comparisons Relative Pronouns #2: Review Examples of Questions Related to Each Grammar Rule That is Tested on SAT Writing It's not enough to know the grammar rules. You have to understand how the SAT Writing section will test you on these grammar rules. There is no better way to do this than to review examples of questions from real SATs. You should categorize the questions based on the grammar rule that is being tested. For example, you should have a collection of subject-verb agreement questions and pronoun agreement questions to study from. Make sure you understand how to correctly answer each question. Every PrepScholar article on each grammar rule has real example questions and explanations. If necessary, take practice tests with explanations to help categorize questions. The College Board website has a free test with explanations and Khan Academy has video explanations to some of those questions. Also, you can get explanations to the questions from The Official SAT Study Guide from the College Board website with a code from the inside of the book. Because there are 10 official practice tests in this book, you'll have access to explanations to a ton of real SAT questions. Review tons of example SAT Writing questions. #3: Focus on Using Real Practice Tests for Your Studying The best practice problems are those that come from offical SATs. They are most representative of what you're likely to encounter on your SAT. Unfortunately, many of the sources of SAT Writing prep available aren't very good. Their practice questions cover different concepts or are presented in a different format than those on the SAT Writing test. Many test prep books or websites have practice questions that are either much harder or much easier than the questions on the SAT Writing section. Make sure you know where to find the best SAT Writing practice tests. For those of you looking for additional content review and explanation, I advise looking at our posts on the best SAT prep books and websites. Also, I may be biased, but I highly recommend the PrepScholar program. PrepScholar practice questions are designed to be realistic and are based on questions from official SATs. The content of the PrepScholar program was written by experts who have extensive experience teaching SAT prep and scored in the 99th percentile on their SATs. #4: Know the Structure of and Material in Each Subsection While each subsection generally tests the same set of grammar rules, there are a few rules that are more commonly or exclusively tested in each subsection. For example, wordiness questions will generally be found in the improving sentences subsection and adverb questions tend to be found in the identify the error subsection. To add to the confusion, there are paragraph improvement questions that are unrelated to the grammar rules tested on the sentence improvement and identify the error subsections. For a thorough breakdown of the content in each subsection, review the big secret to SAT Writing. Furthermore, the process to get correct answers varies for each subsection. You need a different approach to spot the error on a Identifying Sentence Errors question than you do to determine how to combine two sentences on an Improvin paragraphs one. To learn more about how to correctly answer questions in each individual subsection, read about the strategies for sentence improvement, the strategies for identifying sentence errors, and how to tackle paragraph improvement. #5: Be Able to Explain How and Why You Select Your Answers When answering SAT Writing questions, don't be content with just trying to guess at theright answer. You should be able to explain exactly how you arrived at each correct response. In my SAT Writing prep classes, I make students explain their answers, and this method of instruction has been very successful. If you can not only pick a correct answer, but also specifically explain the process by which you arrived at your answer, you're exhibiting a more thorough mastery of the material and will be more likely to get similar questions right in the future. For each SAT Writing question, justify your answer with your knowledge of grammar rules as opposed to using the what sounds right approach. Trying to rely on what sounds right often doesn't work on the SAT Writing section because the SAT tries to trick you with long, awkward-sounding sentences and grammar errors that may not sound wrong to you because they're extremely common. Another related approach I recommend is to try to teach your friends how to answer questions that they're missing. Teaching others will undoubtedly solidify your understanding and make you more confident with the material. If you can clearly walk somebody else through the steps to correctly answer SAT Writing questions, you're demonstrating true SAT Writing expertise. #6: Use Your Target Score to Focus and Inform Your Studying Knowing your SAT Writing target score can give you a better idea of how and what to study. Here's how to determine your SAT Writing target score: Use your overall SAT target score and then determine target scores for each section by dividing your overall score by 3. If you're stronger in Reading and Writing or applying to a humanities program, your Reading and Writing target scores can be about 50 points higher than your Math target score. If you excel in math or you're applying to an engineering program, your Math target score can be about 50 points higher than your Reading and Writing targets. Based on your SAT Writing target score, you can determine roughly how manyquestions you can need to getright and how many you can missto reach your goal. Refer to this article for information on how the SAT is scored and a sample conversion table for the SAT Writing section. If your target score is an 800, you usually have to get every single multiple choice question right; you might be able to omit one question if you get an 11 or 12 on your essay. Therefore, you need to be familiar with all of the grammar rules and know how to correctly answer even the hardest questions. If your target score is a 600, on the other hand, you should focus on mastering the most commonly tested rules and primarily worry about getting the easy and medium level questions right. If you get an essay score of 8, you only need a raw score of about 37 out of a possible 49 on the multiple choice questions to get a 600. You should work toward reaching your target score on at least one official practice test before you take your actual SAT. Yes, you most definitely should take full-length SATs in preparation for your test. #7: Simulate Test Day Conditions on Practice Tests Taking the SAT can be a mentally draining, pressure-filled experience. To alleviate your test day anxiety and build up your endurance, you should take 3 full length, timed practice tests prior to your real SAT. Use a timer and take only the SAT-allowed breaks. It's important to practice maintaing focus for such a long period of time. Also, taking practice tests will enable you to determine if you're having issues with time management. If you are running out of time on any of the SAT Writing sections, monitor your time spent per question when you're doing practice questions. You should spend less than a minute on each question and easier questions should take less than 30 seconds. If you're finishing sections with more than 5 minutes left and getting more than a couple of questions wrong, slow down. You're probably rushing. Read questions more carefully and look at the answer choices more closely. With the time you have left over, review the questions you're unsure about. If you follow the straightforward study strategies I explained above, you'll be well on your way to SAT Writing sucess. Test-Taking SAT Writing Strategies The following test-taking strategies are tools you should use when you're answering SAT Writing questions. You should make a habit of utilizing these methods for each SAT Writing question, since they'll be more effecitve if your'e comfortable with them. #8: Look for Specific Errors Based on the Parts of Speech That Are Underlined Because the grammar questions test you on a limited number of grammar rules, the underlined portion can immediately signal the possible grammar rules that are being tested. Many of the SAT Writing grammar rules are associated with a specific part of speech, and most of these errors are associated with only a few different parts of speech. By determining the parts of speech of the words in the underlined phrase, you will have a better idea of what errors to look for. Here are the grammar errors that are associated with specific parts of speech. If this part of speech is underlined, these are the grammar errors to look for: Verb- Subject-verb agreement, verb tense or form Pronoun- pronoun agreement, pronoun case, relative pronouns Gerund- fragment, wordiness, idioms, parallelism, misplaced modifiers Prepositions-idioms, word pairs Nouns-illogical comparisons, noun agreement Adverb/Adjective- Correct modifier type, comparative/superlative Conjunction- Parallelism, illogical comparisons, word pairs, fragments #9: Look for the Most Common Errors First Use your knowledge of the basic distribution of grammar rules on SAT Writing to help determine which errors to look for first on SAT Writing questions. Some of the more commonly tested rules are wordiness, pronoun agreement, run-ons/fragments, and subject-verb agreement. Remember to review the post on the distribution of appearance of the grammar rules on the SAT (coming soon). If you possess the discipline and commitment to implement these 9 strategies, I am confident that you'll reap the benefits when you get your SAT scores. You will be proud that you took the necessary steps to reach your goal, and you'll make yourself more competitive for admission to the college of your dreams. What's Next? Review my tips to boost your SAT Writing score and the best way to prepare for SAT Writing. For more information on how to reach your target score, read the articles on how to improve your SAT Writing score and how to get an 800 on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Short and Long Term Consequences of Adolescent Victimization Essay

Short and Long Term Consequences of Adolescent Victimization - Essay Example The understanding of immediate affects abuse would have, how it relates to voluntary behaviors,howvictimization translates from adolescence to adulthood, and how it affects adulthood as a whole would be the main focus. Being a victim of crime is a common experience for both adolescents and adults. Victimization happens more to adolescents than it does to adults. The outcomes of being a victim of crime tend to be stronger among adolescent victims than adult victims. According to the National Youth Survey study they examined the consequences of adolescent victimization. The survey seems to focus on how being a victim of crime during the adolescent years seems to affect the negative outcomes when they become an adult. These negative outcomes include voluntary behaviors (e.g., committing crime, using illicit drugs) and involuntary outcomes (e.g., mental health problems). The Bulletin begins with an overview of the research literature on the consequences of criminal victimization.

To what extent did isolationism limit the effectiveness of the Geneva Essay

To what extent did isolationism limit the effectiveness of the Geneva Conferences in facilitating disarmament - Essay Example Many people believe that the US isolationism policies caused the failure of the 1932 Geneva disarmament conferences and the Second World War. This paper briefly analyses the consequences of US isolationism policies and its effects on global politics and the failures of the Geneva Conference for the Reduction and Limitation of Armaments in 1932, using secondary research data obtained mainly from internet. Section B: Summary of evidence 500-600 Geneva conference and its decisions were thus unacceptable to the Americans and they declared their isolationism policies based on the following assumptions; â€Å"U.S. unique with no interests threatened; U.S. superior to a corrupt world; U.S. impregnable to attack and "devil" theory of war†(U.S. Isolationism in the Republican Era of "Normalcy" 1921-1933) To satisfy France, the U.K. and U.S. signed the Anglo-American Guarantee on June 28, 1919, which proposed that in the case of a repeat of the German invasion, both the United States and the United Kingdom would immediately come to France’s aid. Unfortunately for France, the U.S. Senate did not ratify the document, and so both signers of the Guarantee withdrew their promises (IB History). At the World Disarmament Conference of 1932-1933, a number of important issues began to achieve something akin to consensus in the world community. There was recognition, for instance, that military aviation could not be limited unless civilian aviation (that could quickly convert to military uses) also was controlled. At the World Disarmament Conference in Geneva, the British — sensitive to their new vulnerabilities — tried unsuccessfully to prohibit strategic aerial bombardment (distinguishing â€Å"tactical† from â€Å"strategic† emerged as a contentious issue). The French proposed that all â€Å"strategic† aircraft, civilian and military, should be placed under control of the League of Nations, with nations allowed to retain only short -range â€Å"tactical† aircraft in their national air forces (Geneva Conference 1932-1934) Senator Swanson led the United States Delegation to the General Disarmament Conference in Geneva. He was noted for his strong stand in favour of a large U.S. Navy and for his prediction of a possible war with Japan. Germany, whose military power had been severely limited by the Treaty of Versailles, responded by claiming that if world disarmament to the German level was not accomplished, Germany had the right to rearm and achieve military equality(Disarmament Conference) The Members of the League undertake to respect and preserve as against external aggression the territorial integrity and existing political independence of all Members of the League. In case of any such aggression or in case of any threat or danger of such aggression the Council shall advise upon the means by which this obligation shall be fulfilled (The League of Nations) The United States never joined the League of Na tions which weakened the League The Anglo-American guarantee never happened Germany was angry as it thought the Treaty of Versailles was unfair and harsh and so wanted the treaty revoked Italy was angry as it was on the winning side, however it did not receive much territory and so the Italians wanted to revise the treaty in favour of Italy Japan was only interested in issues concerning itself and not the issues concerned with the European aspects of the peace