Top Major Causes and Motivations of Terrorism

Top Major Causes and Motivations of Terrorism Loosely defined, terrorism is the use of violence with the aim of furthering a political or ideological goal at the expense of the general population. Terrorism can take many forms and has many causes, often more than one. It can have its roots in religious, social, or political conflicts, often when one community is oppressed by another. Some terrorist events are singular acts linked to a particular historical moment, such as the assassination of Austrias Archduke Franz Ferdinand in 1914, which touched off World War I. Other terrorist attacks are part of an ongoing campaign that may last years or even generations, as was the case in Northern Ireland from 1968 to 1998.   Historical Roots Although acts of terror and violence have been committed for centuries, terrorisms modern roots can be traced to the French Revolutions Reign of Terror in 1794–95, with its gruesome public beheadings, violent street battles, and bloodthirsty rhetoric. It was the first time in modern history that mass violence was used in such a fashion, but it would not be the last. In the latter half of the 19th century, terrorism would emerge as the weapon of choice for nationalists, particularly in Europe as ethnic groups chafed under the rule of empires. The Irish National Brotherhood, which sought Irish independence from Britain, carried out a number of bomb attacks in England in the 1880s. About the same time in Russia, the socialist group  Narodnaya Volya began a campaign against the royalist government, ultimately assassinating Tsar Alexander II in 1881. In the 20th century, acts of terrorism became more prevalent throughout the world as political, religious, and social activists agitated for change. In the 1930s, Jews living in occupied Palestine conducted a campaign of violence against the British occupiers in a quest to create the state of Israel. In the 1970s, Palestinian  terrorists used then-novel methods such as hijacking airplanes to further their cause. Other groups, espousing new causes like animal rights and environmentalism, committed acts of violence in the 1980s and 90s. And in the 21st century, the rise of pan-nationalist groups like ISIS that use social media to connect its members have killed thousands in attacks in Europe, the Middle East, and Asia. Causes and Motivations Although people resort to terrorism for a number of reasons, experts attribute most acts of violence to three major factors: Political.  Terrorism was originally theorized in the context of insurgency and guerrilla warfare, a form of organized political violence by a non-state army or group.  Individuals, abortion clinic bombers, or groups, like the Vietcong in the 1960s, can be understood as choosing terrorism when they are trying to right what they perceive to be a social, political or historical wrong. During the Troubles in Northern Ireland, which stretched from 1968 to 1998, Catholic and Protestant groups waged an ongoing campaign of violence against one another in Northern Ireland and in England, seeking political dominance.Religious.  In the 1990s, a number of attacks carried out in the name of religion made headlines. The Japanese doomsday cult Aum Shinrikyo perpetrated two deadly sarin gas attacks in the Tokyo subways in 1994 and 1995, and in the Middle East, numerous suicide attacks since the 1980s have been celebrated as the work of Islamic martyrs.  Career terrorism experts began to arg ue that a new form of terrorism was on the  rise, with concepts  such as martyrdom and Armageddon  seen as particularly dangerous. However, as thoughtful studies and commentators have repeatedly pointed out, such groups selectively interpret and exploit religious concepts and texts to support terrorism. Religions themselves do not cause terrorism. Socioeconomic.  Socio-economic explanations of terrorism suggest that various forms of deprivation drive people to terrorism, or that they are more susceptible to recruitment by organizations using terrorist tactics.  Poverty, lack of education or lack of political freedom are a few examples.  There is suggestive evidence on both sides of the argument. Comparisons of different conclusions are often very confusing because they dont distinguish between individuals and societies, and they pay little attention to the nuances of how people perceive injustice or deprivation, regardless of their material circumstances. The group Shining Path carried out a years-long campaign of violence against Perus government in the 1980s and early 90s in an attempt to create a Marxist state.   This explanation of the causes of terrorism may be difficult to swallow. It sounds too simple or too theoretical. However, if you look at any group that is widely understood as a terrorist group, you will find these elements are basic to their story. Psychological and Sociological Considerations: Individual vs. the Group Sociological and social psychology views of terrorism make the case that groups, not individuals, are the best way to explain social phenomena such as terrorism. These ideas, which are still gaining traction, are congruent with the late-20th-century trend toward seeing society and organizations in terms of networks of individuals. This view also shares common ground with studies of authoritarianism and cult behavior that examines how individuals come to identify so strongly with a group that they lose individual agency.  There is also a substantial body of theory that now concludes that individual terrorists are no more or less likely than other individuals  to have abnormal pathology.   Analysis Rather than seek the causes of terrorism itself, a better approach is to determine the conditions that make terror possible or likely. Sometimes these conditions have to do with the people who become terrorists; they are described as having certain psychological traits, like narcissistic rage. And some conditions have to do with the circumstances they live in, such as political or social repression, or economic strife. Terrorism is a complex phenomenon; it is a specific kind of political violence committed by people who do not have a  legitimate army at their disposal. There is nothing inside any person or in their circumstances that send them directly to terrorism. Instead, certain conditions make violence against civilians seem like a reasonable and even necessary option. Stopping the cycle of violence is rarely simple or easy. Although the Good Friday Agreement of 1998 brought an end to the violence in Northern Ireland, for example, the peace remains a fragile one. And despite nation-building efforts in Iraq and Afghanistan, terrorism remains a daily fact of life after more than a decade of Western intervention. Only time and commitment by a majority of the parties involved can resolve​ a conflict.

Williamson Mortgage Inc Case Study Example | Topics and Well Written Essays - 500 words

Williamson Mortgage Inc - Case Study Example The fact that the president has accepted to buy the mortgage at the market price that will prevail at that time exposes Jennifer to risk of losing if the interest rate at that time goes beyond 5.5%. An increase in the interest rate with even a 0.5% to 6.0% on the market prices will mean that Jennifer will have to sell the bonds and earn a profit but a decrease will mean the reverse. Jennifer may have to pay in to cater for the drop in rates. It is therefore the uncertainty of the market on aspects of risk on the interest rates that could affect Jennifer’s business prospects (Billingsley, Gitman & Joehnk, 2013). This uncertainty may either bring loss or profit to her business especially considering a rise or a fall in the future value of money, owing to affecting factors such as inflation as well as rates of interest. For the purposes of hedging this risk, Jennifer needs o consider the history of the market rates and their fluctuation levels, considering these, she should be in position to establish an average that can help her have the market fluctuations taken care of (Billingsley, Gitman & Joehnk, 2013). The interest rate that she offers to the cousin could also remain unaffected if it is placed among a margin that will prevent her from burning her capital. Considering the interest of the Treasury bond, she can also make the Treasury bond and consider the fluctuations and see if they can help her cover her interest and profit. The use of treasury bonds could provide an option for Jennifer to explore. The treasury bonds can help her raise the money to facilitate her mortgage business but the uncertainty of the markets too could affect them. Unless if the interest rate specified ensures that at that time Jennifer will remain in position to facilitate the mortgage to the cousin and still make, some profit on the interest then

Writing 115 Integrating quotations Essay Example | Topics and Well Written Essays - 500 words

Writing 115 Integrating quotations - Essay Example King reaffirms his commitment to non-violence in the struggle for civil rights. 1. â€Å"Let us not wallow in the valley of despair,† urges Martin Luther King to the crowd gathered to hear his speech. King attempts to inspire African Americans reeling under the blows of police violence and racial discrimination. He confidently asserts that their aspirations for civil rights and justice will be met in the near future. 2. Martin Luther King declares that African Americans will not rest until they receive justice. With the words â€Å"Let us not wallow in the valley of despair,† King encourages those who have suffered the torment of racial discrimination not to lose hope. He assures his listeners that they will soon win their struggle for civil rights and liberty. 3. Martin Luther King reaches out to those who have suffered the cruel effects of racism. He inspires them with his words, â€Å"Let us not wallow in the valley of despair.† He assures them that he has faith in the dawn of true freedom for African Americans. Barbara Huttman’s essay, â€Å"A Crime of Compassion,† is a deeply moving account of euthanasia. Huttman’s writing is so graphic, that the reader can easily visualize Mac’s transformation from â€Å"a young, witty, macho cop† to â€Å"a 60 pound skeleton kept alive by liquid food we poured down a tube† (Huttman, 343). Huttman’s detailed account of Mac’s symptoms, and the various medical procedures he is subjected to, evoke a deep sympathy. The anguish felt by Mac is conveyed through his heart-rending cry, â€Å"Mercy . . . for Gods sake, please just let me go†Ã‚  (Huttman, 343). Huttman’s account is very effective, largely because it is a first-hand narrative. It is a criticism of the â€Å"death-denying  society† (Huttman, 343), which insists on using scientific techniques to prolong life, regardless of the quality of life or the wishes of the patient.  The writer’s credibility is further enhanc ed by her

Civil liberties during war-time Essay Example for Free

Civil liberties during war-time Essay Civil Liberties are for example freedom of speech and freedom of the press as defined by the first amendment. These freedoms have been challenged by the threat of war, but should they be taken away because of it? The first amendment states that Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. These are our civil liberties that we are promised as citizens of the U.S. In the past these liberties have been interfered with. The main cause for this interference was war. The government wanted to abolish any chances of treason or leaking of information to the enemies and to do this they passed act such as the Alien and Sedition Acts. The Alien and Sedition Acts made it illegal to write, print, speak, or publish anything false or untrue about to United States. We can understand how certain precautions must be made to insure safety in times of war but to go so far as to take away our freedoms are out of bounds. There are numerous other ways to make us safe without interfering with our liberties. For example: tighter security. After 9/11 security became very tight at airports and other areas where terrorists might be able to enter the country. Although this extra security was tedious and time consuming to get through, it was well within the lines of the 1st amendment because it did not take away any of our freedoms. I do not believe that our civil liberties should be taken away during wartime. This is a democracy and should remain one whether engaged in war or not. The government can think of more ways to protect us other than limiting our freedoms of speech or of the press, and certainly without interfering with our privacy unless there is just cause to do so.

Crash by Jerry Spinelli :: Jerry Spinelli Crash

Crash by Jerry Spinelli   Ã‚  Ã‚  Ã‚  Ã‚  Setting: This book starts out in this kids house his name is crash. Then they go to the arcade. That is where they spend most of the story. Then close to the end they go to the riverside.   Ã‚  Ã‚  Ã‚  Ã‚  Main Character: Crash he is the only one mentioned in this whole book. He is the main main character. He is tall has blonde hair, brown eyes, and has glasses. He has a funny personality. He just wants to have fun. On the outside he is a weird, tall, skinny guy on the outside but a lost, hopeless, scared boy on the inside.   Ã‚  Ã‚  Ã‚  Ã‚  Winnie is the girl that Crash likes loves dearly. She never paid much attention to Crash though. She has dirty blonde hair, really pretty blue eyes and, and is really funny.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Plot Summary: This is a story about a kid named Crash. When he was four he met this boy named James but that was all that was told about him so I didn’t put his name in the character list because he wasn’t all that important. He and Crash got into a lot of trouble at their house I mean a lot so one day when they were 12 and 13 Crash’s mother kicked him and his friend James out to go to the arcade. There they met this girl Winnie that crash liked I mean loved dearly but, she never really realized him until that day when they went to the arcade.   Ã‚  Ã‚  Ã‚  Ã‚  There he got into this big fight with the a big strong guy named Biff that was all said about him too. The guy Biff was Winnie’s really greedy boyfriend which she was only going out with because he threatened to kill her friends. That day Crash accidentally bumped into Biff and said excuse me and Biff punched him he then kicked Biff in the face since he knew karate then Biff fell to the ground and chased him until Crash jumped over James on to a game and did a back flip kicking Biff in the face again and knocking him out.   Ã‚  Ã‚  Ã‚  Ã‚  After that Winnie was amazed and fell deeply in love with Crash. For being the only person to stand up to Biff and saved her from him. After that whole big incident at the arcade they were kicked out so he, James, James’s girlfriend, and Winnie all went to the river side.

Overview of Learning Styles Essay

Learning is a very personal experience for every person individually, However, I had not realized the extent of how personal, learning actually is in reality. I was amazed each week as I learned about learning with personal Learning Patterns, how each pattern works, and how my use of each pattern affects not only the way I learn; but the way I work, perform tasks, and interact with others. I was blown away by the profound effects these Learning Patterns can have, both positively and negatively, if not used properly. Before this course, my definition of learning was very generic, stating that learning is integral to success and that one should strive to learn as much as possible. While I know that those statements and beliefs are true, I would now define learning as a very personal and individual process of acquiring information based on an individual’s personal learning patterns and how they obtain, retain, and apply that information. To someone who has not taken this course, I would explain that learning is actually easier, when they know how they learn as an individual. I would explain the 4 learning patterns with brief descriptions of each and a short example of how each one works, why they are important, and how they help in regards to learning and interacting with others, or performing specific tasks. I would let them know that when you learn using these patterns, you are learning with Intention, and Intentional learning brings out the best in them and in the successful completion of their goals and dreams! I have always loved learning and embrace it with an open mind and a willingness to absorb as much knowledge as I possibly can! My Learning Pattern scores are as follows†¦ Sequence- 26 Precision-31 Technical Reasoning-19 and Confluence-26 Typically, I have used Sequence, Precision, and Confluence frequently in my life in everything from being a parent, to work related issues and achieving goals. Although, until now, I did not realize my frequent use of these patterns. I have used Technical Reasoning at certain times as well, because these 4 patterns are actually meant to work together as a team, for individuals to achieve success in all that they do. However, most people use one or more patterns to a higher degree than others and avoid some patterns altogether; therein lies the problem of not knowing  about these patterns and how they work for you personally. When you know of these patterns and know your personal use of each pattern, you can direct them, or FIT them to work as the team they are meant to be! I have benefited greatly from this course. Some of the benefits I have realized are as follows†¦ I have learned to FIT, which is to Forge, Intensify, or Tether my learning patterns, in order to get the most beneficial, maximum result from my patterns. I have learned to Forge my Technical Reasoning, so that when working with computer tech type projects, that normall y would have highly frustrated me, now has become just another step toward the completion, and I am able to follow through with ease! I have also better developed my Sequence and Precision in the way that I approach and complete assignments. Before this course, I would just sit down and write the assignment, without consciously using my learning patterns. Now, I use Sequence and Precision to pre-write a draft, edit, and review my writing, as well as critically re-reading the assignment instructions, decoding it, and double checking to ensure that I have completed all the requirements, which also requires Technical Reasoning, I also use Confluence in a better, more intentional manner as well, by brainstorming topics and looking at the â€Å"Big Picture†. After reviewing my work piece by piece, I now look at the overall presentation to ensure that my assignment is connected properly and that each part ties to the other, and the complete picture is balanced. Although, I have enjoyed it, this course has also been challenging for me and these challenges have impacted me in a very profound way. One major challenge for me was learning to FIT my learning patterns. Because I am a Strong-willed Learner, with 3 Use First lea rning patterns, it is a challenge to Tether dominant patterns when needed. For instance, I need to consciously practice Tethering my Precision because I tend to be overly descriptive, as you might have noticed! Also, Forging my Technical Reasoning remains a challenge as well. But, I now have the strategies to be able to accomplish what challenges me. I now have the help of Decoding, Word Walls, and Personal Strategy Cards to help with challenges as well. And these strategies allow me to move forward with a strong confidence, which is backed by quality resources that help to propel my achievements toward success, without frustration, and I can progress smoothly and efficiently. As I write this last paragraph, and this course comes to it’s end, I  realize how much I have really enjoyed this course, and find myself a bit sad that is already over. I really enjoyed learning about myself and how I learn as an individual, and how others learn individually. I enjoyed how each week connected to the week before and brought you to the next, as the Course’s Confluence blossomed to the Big Picture like a beautiful lotus flower , opening to showcase it’s subtle perfection, this course quietly, yet greatly makes its profound impact upon me and has made positive changes in me that I will carry with me forever; and for that, I am extremely grateful and even more proud of my decision to obtain my degree. I had expected this course to be a good course and I was confident about learning in an online platform, However, this course has greatly exceeded my expectations in every way. From getting to know my fellow classmates as they shared their lives, challenges, and dreams; to our dedicated and knowledgeable instructor who gives feedback in a very positive, understanding, and nonjudgmental way, to the confidence I have now because of the strategies I now have the option to use. I am very happy to have taken this course and I will use the beneficial knowledge I have gained from it, to obtain my degree, have success in my career, and live my life†¦ With Focused Intention!!!!

Application of Balnin Team Inventory In Group Working - Free Essay Example

Sample details Pages: 4 Words: 1178 Downloads: 1 Date added: 2018/12/27 Category Management Essay Type Assignment Level High school Did you like this example? As a class, we were supposed to form different groups. In which we had to apply our computer knowledge on how to solve real-time problems in an organization using various programs. The teams and the groups that were to experiment were formed before the experiments were started; we were to meet at the computer laboratory where they were to conduct their tests. Don’t waste time! Our writers will create an original "Application of Balnin Team Inventory In Group Working" essay for you Create order The whole group comprised of 24 individuals and was supposed to be divided into seven teams, with each requiring only one computer for their experiment. One machine was to be used by the examiner whose role was to test and accept solution offered (Belbin 2012). Each group was issued with the problems to solve. We were needed to solve the problems with a maximum of one hour through some team ended up requiring an addition of one hour. To make everything balanced among the team, we were supposed to work at only one station. Each team was supposed to create a database were all customers information was. We had to make sure that offering customer services were made easy, fast and user-friendly. After the experiment, we were to email the results to the examiner that was only if a group was satisfied with what they had done. The examiner then looked at the results with his or her correct data that was not to be revealed to the partakers. Once the completed solution was correctly tested with the accepted information, the end time for every team was documented (Meslec and Cureu 2012). Despite the problem statements having some test information, we were required to create test data for their answer to pass all the approval tests. The test was done in four different lab periods, in each session; the teams were to conduct the four sessions at four different times. The means of all meetings were then evaluated and compared. Every team was made up of three participants with different working roles under the observation of the Belbin Self-perception Inventory. Every group was to belong to a team that was applied in the examination of the hypothesis in the problem. Each team had a leadership team and a non-leader team about what was expected in the experiment. To ensure that the role that was being investigated was the cause why the groups worked in a specific manner, the other parts were made to be the same across all teams, and the group members experiences that were self-related were used as blocking factors. To determine the potential position of each member, some elements had to be kept into consideration (Senaratne and Gunawardane 2015). Each person had to fill multiple roles by having essential scores for different positions, that is, two or three roles. Another factor was that if a person had skills or personality that made him or she fills a specific role, that person was not allowed to take that position because he or she would fill other roles correctly. In some cases, other members of the group would have prevented a person from filling a particular role if another person would take that role stronger. Some of the underlying assumptions of the research were that some characters would not align with a specific team, since some t eams would be better without that role in the team. This was found to be working with some tasks such as Shaper, where conflict was expected. The Belbin model roles A chairperson is described as a person has the authority over a team. The chairperson guides the team towards the teams objectives in the best way. A chairperson is expecting to be calm, collaborative and having natural ability enhance the workers ability. He or she should also know the strengths and capacity of the whole team. The second role demonstrated in the Belbin roles is the sharper. A Sharper can be described as a slave driver, and he or she is expected to find the best models for solving the problems. He has the role of leading the team in making the members to challenge any ineffectiveness, inertia and complacency (Meslec and Cureu 2012). If a team indicates the possibility of having a chairperson and a Shaper, they are either supposed to cooperate in the readership role or the team will experience conflict due to leadership conflict. Plant is the third role that acts as the reformer of the team. He or she is expected to initiate better ideas and approaches while also creating distinct attention to primary matters. A Plant is scheduled to be introverted, intelligent and imaginative but also expected not to take practical protocols or details. The Plant is treated as the brainchild of the team and has to be occasionally improved occasionally since they at sometimes tend to stay dormant (McHarg and Coombes 2012). Monitor-Evaluator analyzes the team for any approaches, decisions and methods to make sure that the team is strategized in the best competitive manner. The Monitor-Evaluator evaluates the ideas implemented by the Plant and is the only body that can brainstorm with the Plant to make the required approaches. The other duty is the Resource Investigator that is taken as among of those who takes the negotiation roles. He takes a similar role as that of the Plant although he or she is not viewed as an equal. They are both considered as creative members of the team (Senaratne and Gunawardane 2015). The only difference is that the Resource Investigator gets their ideas from external sources due to their extroverted nature. They have a high ability for socializing with individuals and venturing into new things. They, however, have the tendency to lose interest when the problems become too complicated. The team worker takes the complementary role. He ensures that there is collaborative working among the team members towards achieving its goals. The other role discussed by Belbin Company Worker who has the purpose of converting the company plans and concepts into operating procedures. They tend to have the personality of being predictable, hard-working, dutiful and self-disciplined. They are however resistant to ideas that have not been proven and inflexible. The Completer-finisher is the last role in the Belnin model. He or she complements the work done by the Company Worker when relating to the role of manager and workers. They focus on delivering of projects I the light cost estimate and on time (Senaratne and Gunawardane 2015). The team worker takes the role of avoiding the mistakes of both commission and commission, while actively focusing on work aspects that need more aspects. They make sure that the team kept on toes for them to meet the set goals and attention of the compan y. References Belbin, R.M., 2012. Team roles at work. Routledge. McHarg, J., Kay, E.J. and Coombes, L.R., 2012. Studentsengagement with their group in a problem?based learning curriculum. European Journal of Dental Education, 16(1). Meslec, N. and Cureu, P.L., 2015. Are balanced groups better? Belbin roles in collaborative learning groups. Learning and Individual Differences, 39, pp.81-88. Senaratne, S. and Gunawardane, S., 2015. Application of team role theory to construction design teams. Architectural Engineering and Design Management, 11(1), pp.1-20.