The September 11 terrorist attacks brought a discourse on the transatlantic rift to the agenda of international community. In fact, at the end of the CW, the emergence of the US as the leading hegemonic power gave way to transatlantic divergences concerning security perceptions and strategies of the post-CW era. Also, NATO has been challenged with these drastic changes in the international system. Yet, owing to the initiatives taken for the transformation of the Atlantic alliance during the 1990s, NATO maintained its relevance for the new world order. However, the divergences of the US and Europeans on their strategies to deal with the post-September 11 security threats led to another discussions about the future of NATO. Indeed, as the US&rsquo / post-September 11 unilateral policies deepened the transatlantic rift already underway since the end of the CW, on the way to Iraq war, NATO turned out to be the place where the divisions between the allies were reflected the most. Hence, the US&rsquo / preferences for ad hoc coalitions of the willing understanding damaged the longduring multilateral alliance by leading to a secondary role for NATO during the US&rsquo / Afghanistan and Iraq campaigns. That is why, time is needed to see whether the old allies facing new threats can reconcile their differences in the name of a renewed transatlantic security cooperation through the initiatives taken within NATO?

Project (D. Min.)--Iliff School of Theology, 2006. / Includes abstract. Includes bibliographical references (leaves 121-123; 126-146).

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Nov. 24, 2009). Advisor: Steven W. Hook. Keywords: proactive foreign policy, the multiple streams model, preexisting solutions. Includes bibliographical references (p. 218-238).

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Maria J. Rasmussen, James A. Russell. Includes bibliographical references (p. 61-62). Also available online.

Teachers and children who were in schools on September 11, 2001 harbor unique, personal, and accessible memories of the events that occurred that Tuesday morning. Educational research has attended to this (inter)national crisis in a multitude of ways, yet there exists a gap in the literature that attends to how today’s preservice teachers remember the crisis through the lens of citizenship. To add complexity, adolescents who were in classrooms on September 11 are now adults, and some are studying to be teachers. This dissertation study aims to highlight how preservice teachers remember 9/11, how they understand citizenship, and how they plan to teach about 9/11 as an historical event to elementary students. This study presents the findings of a qualitative instrumental case study of five elementary preservice teachers’ memories of September 11, 2001 as experienced as adolescents in school. The author investigates how the preservice teachers’ memories intersect with understandings of citizenship, and how the young teachers plan to teach about 9/11 in an elementary social studies setting. Preservice teachers in the study participated in two interviews and one think-aloud lesson planning session with the researcher. Data analysis indicate the preservice teachers’ understandings of citizenship are still evolving, yet the crisis of 9/11 further complicates—or interrupts—more critical notions of citizenship. The participants’ memories of 9/11 are vivid and include reactions of their classmates and teachers. When participants were asked to create a lesson plan for elementary students, they felt overwhelmed by the amount of resources on the topic, and that they did not know enough about 9/11 to teach about it effectively. Findings suggest the singular understandings of citizenship held by participants are temporal and contextual. During a time of crisis—and specifically during and following 9/11—citizens succumbed to more belligerent notions of citizenship, and later, their memories contribute to their still evolving teacher identities. Drawing from their own civic understandings and memories of 9/11, four of the five preservice teacher participants planned to use their lessons about 9/11 to teach children how citizens come together in a time of crisis. One participant chose to design a week-long unit of instruction that allows students to examine the events of 9/11 in more critical ways. Finally, the study raises questions about the drastic range of possibilities in teaching 9/11 in elementary school, and exposes how teachers choose to include and exclude certain images, narratives, and accounts from the story. / text

This study examined how mainstream and black press newspapers framed the phenomena of "racial profiling" three years before and three years after the September 11 terrorist attacks. It looked particularly at frames, ethnic groups, source selection and article emphasis. Results indicate that even in the face of a tragedy, black press reporters did not waiver in their position and continued to cover issues from a "black perspective." On the other hand, mainstream newspapers altered their coverage during the high-stress period and began to portray racial profiling as an anti-Arab/terrorist tactic that is acceptable in some cases. This study helps answer the question of whether black press newspapers are necessary in today's society. The answer is yes. They still carry a unique viewpoint. Until the gap that divides African American and other readers ceases to exist, the black press will remain an important staple in the black community. / text

This project offers an extended inquiry into the ways that multimodality and digitality influence contemporary practices of public memorialization. My project has two primary ambitions. First, I revisit methodologies for analyzing multimodal public memorials. Second, I advocate for public memorials that advance social justice by inviting and protecting a multiplicity of diverse, even competing memory discourses. Chapters 1 and 2 trace the development of public memory studies, spatial rhetorical studies, and multimodal studies. I argue that space, modality, time, lived practices, and marginalized practices must all be addressed to adequately understand how public memorials form discursive networks of power and meaning. This argument is heavily informed by the work of Chicana feminist and decolonial scholars, who contend that socially just history-making uncovers and recovers narratives that have been suppressed or ignored. Chapters 3 and 4 analyze two case studies of multimodal public memorials commemorating September 11, 2001: The Garden of Reflection Memorial in Pennsylvania and the National September 11 Memorial and Museum in New York City. Chapter 5 offers a methodology for analyzing multimodal public memorials as memory ecologies. I end the project by suggesting several options for deploying multimodality and digitality in public memorials in order to encourage socially just and multivocal memory practices.

In the thesis transformation of the international organizations will be analyzed. Nation-state foreign policy approach will be applied to the analysis, because international organizations are a peculiar kind of political systems. This leads to the general key research question: how and why do international organizations change? The methodological purpose of the thesis is too show the limits of existing scholarship on international organizations, because they neglect the external factors behind actual change within international organizations. The organizations NATO and the UN were chosen as cases. The UN from an international law point of view is undeniably the most important IO and the only truly system-wide IO; whereas NATO is seen by many as simply the strongest IO due to its combined military strength. In the thesis it will be argued that the terrorist attacks of September 11, 2001 served as an external shock and had an empirical effect on NATO and the UN. The main empirical aim of the analysis is to explore 9/11 effect upon two cases of IOs, namely the UN and NATO, in an attempt to gain better understanding of their transformation processes. The intention is also to explore the further effect of this change upon the security policy situation of small states. The research question of the thesis: how and why were the United Nations and North Atlantic Treaty Organization affected by the events of 9/11? Therefore the following tasks are set in the analysis: 1. to construct... [to full text] / Šioje analizėje nagrinėjami tarptautinių organizacijų transformacijos procesai. Tyrimo aspektas, kuriuo remiantis bus nagrinėjamos tarptautinės organizacijos yra pritaikytas iš valstybės užsienio politikos studijų. Šis tarptautinių organizacijų nagrinėjimo aspektas analizėje taikomas, kadangi kaip ir valstybės, tarptautinės organizacijos yra savitos politinės sistemos. Kaip jau minėta, tyrime nagrinėjami tarptautinių organizacijų kaitos procesai, todėl pagrindinė tyrimo problema – kaip ir kodėl tarptautinės organizacijos keičiasi. Šiuolaikiniai politikos mokslų tyrinėtojai analizuodami tarptautinių organizacijų kaitą yra linkę nagrinėti vidinę organizacijų dinamiką, t.y. veiksnius organizacijų viduje, sąlygojančius organizacijų pasikeitimus. Tokiu būdu yra pamirštama organizaciją supanti išorinė aplinka. Šioje analizėje dėmesys bus skiriamas išorinės aplinkos, t.y. išorinio šoko poveikio organizacijoms tyrimui. Tyrimo objektas - NATO ir Jungtinių Tautų (JTO) organizacijos. Analizei pasirinktos šios organizacijos, kadangi karine prasme NATO yra vertinama kaip stipriausia ir sėkmingiausia tarptautinė organizacija pasaulyje. Tuo tarpu JTO yra didžiausia tarptautinė bei vienintelė globali organizacija. Analizės tikslas - ištirti 2001 m. rugsėjo 11-osios teroro aktų JAV poveikį JTO ir NATO organizacijoms, išanalizuoti šio įvykio sąlygotus abiejų organizacijų pasikeitimų procesus ir ��ių pasikeitimų įtaką mažųjų valstybių saugumo politikos situacijai. Iš analizės tikslo kyla... [toliau žr. visą tekstą]

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While the cannon of objectivity has recently been called into question as the means for evaluating news merit, objectivity continues to harbor public expectation of the news media, especially during times of conflict. Results of past and current objectivity studies of conflict reporting, however, were shown to produce inconsistent and conflicting interpretations of whether the news media is presenting objective coverage of conflicts.To determine objectivity of news coverage, this content analysis examined objectivity differences between three newspapers--the Chicago Tribune, the Indianapolis Star, and the Anderson Herald Bulletin--and how they collectively presented front-page conflict and mainstream straight news stories.The study evaluated the newspapers' collective presentation of the September 11 h terrorist attack for a two-week period from September 12 through September 26, 2001. Presentation of the conflict was compared to a proportionate sample of mainstream straight news stories randomly selected from the months of January through December of 2001.Because the literature review indicated researchers most commonly evaluate news objectivity according to the presence of balance, attribution, or gatekeeping bias, the study assessed differences in objectivity level between conflict and straight news based upon the integration of all three objectivity variables The study's findings suggested that reporting of mainstream straight news was more objective than reporting of the September 11 terrorist attack conflict in the combined three newspapers. Reporting of the terrorist attack was found to be less balanced than reporting of straight news stories, as evidenced by a disproportionate amount of quotations afforded in support of United States war efforts. In addition, conflict stories were found to contain a significantly higher use of negative attributes-non-essential adjectives, inferences, collateral language and non-speech quotes--than straight news stories. Differences between page placement and revelation of theme were found to have no effect on objectivity differences. / Department of Journalism