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 (M.A.)--University of North Carolina at Wilmington, 2003.

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

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This thesis inquires into the factors behind Hollywood's depiction of the Middle East. That depiction is not static, but is modified in response to changes in political events and US government foreign policy. Although the events of 9/11 seemed to justify the traditional negative stereotype of Arabs, the image has been partially and rationally re-interpreted. This was due to the rise in prominence of the ideas of a minority of radical and free-thinking members of the Hollywood community who embraced a more intellectual approach, which advocated that the popular Western view of the Arab world was unjustified and based on a fallacious fabrication for Western political advantage. The research further shows that these activists did not owe allegiance to the Hollywood-US government propaganda machine. They were able to fracture this traditional alliance and provide the opportunity for the appearance of films of a radical nature, which were critical of US Middle Eastern policy and projected the Arab world in a new light. The study analyzes a selection of films that represent the Middle East in terms of their philosophy and cinematic structure, which enables them to act as vectors to raise public awareness of the issues and to promote reconciliation and co-existence between East and West.

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.