Following the terrorist attacks on the United States on September 11, 2001, many turned to the field of psychology for greater understanding of the impact of such events and guidance in supporting our citizens. This study sought to gain greater understanding of the differential impact of the September 11th attack on individuals by investigating the influence of age, psychological hardiness, and repression versus sensitization as forms of coping behavior on psychological health. Both an initial cross-sectional sample (172 young adults & 231older adults) and a short-term longitudinal follow-up (39 young adults & 58 older adults) were included in the study. Older age, psychological hardiness and the use of a repressing coping style were found to each individually relate to greater resilience/less dysfunction at both time one and two. For young adults, high hardy repressors faired best, followed by high hardy sensitizers. Low hardy young adults demonstrated similar levels of dysfunction regardless of coping style (repressions/sensitization). For older adults, coping style impacted both high and low hardy individuals equally, with high hardy repressors demonstrating greater functioning. This study attempted to gain greater insight into explanations for these and previous findings of greater resilience among older adults. In explaining the greater resilience of older adults, it seems that coping style is highly important, while hardiness and the impact of history-graded events does not explain the resilience of older adults.

This literature and interview-informed dissertation research sought to explore the educational experiences of a small sample of those who identify as part of the generation of Muslim youth in the United States who have come of age in “the age of terror,” precipitated by the September 11th terrorist attacks on the U.S. The research involved analyses and interpretations of selected literatures pertaining to seminal theories, histories, and discourses pertaining to U.S situated Muslim students in high schools. In addition, responses from seven Muslim high school students who describe how they see themselves, their schooling environments around them, and their place within that constructed world also contributed to this dissertation work. The researcher interrogated study participants’ descriptions garnered mostly via facilitations of interviews, and some student written narrative and poetry. Simultaneously, the researcher, who identifies as a queer Arab Muslim-American educator, reflexively interrogated her own assumptions, biases and expectations propelling and affecting her analyses and interpretations of study data. Themes of visibility and “coming out” as Muslim as well as of political structures, forms of oppression, namely Islamophobia, and school environments are all navigated as well as questioned through the perspectives of both students and the Arab-American Muslim educator-researcher. The research both creates and leaves spaces for further delvings into teacher education dominant notions of pedagogy, classroom images, and school communities. Additionally, this dissertation research offers possibilities for change in relation to conceptions of larger intersecting power structures that influence not only how the public perceives Muslim cultures but also on how these youth see themselves.

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This paper aimed at analysing what was South Africa's response to its international obligations regarding the 9/11 events and how does such response comply with the country's constitutional framework. This study gave a brief outline of the most significant legislative changes in a number of countries and then concentrate on the South African anti-terrorism legislation. It identified the provisions of the Act that have been discussed most controversial throughout the drafting process and analysed whether they comply with constitutional standards. Particular emphasis was laid on the possible differences between the South African Act and comparative legislation that derive directly from the apartheid history of the country.

This thesis examines whether the September 11, 2001 terrorist attacks caused a significant, lasting change in the American public's social construction of reality. A framework of everyday reality was created which focused on beliefs, behaviors, and cultural institutions in the United States. Data regarding specific beliefs and behaviors was collected from numerous survey sources, and content analysis was performed on media literature from September 11, 2001 to September 11, 2003. Findings from this study show that beliefs examined did change, while behaviors on similar topics did not. These finding represents an interesting paradox to be evaluated in future studies. Cultural institutions, as related to the public's knowledge of and relationship with each, also appeared little changed. Therefore, while some aspects displayed adjustment, this study cannot conclusively state that American public's social construction of reality experienced a "new reality" paradigm shift as proclaimed by the media immediately following the attacks.

Following the events of September 11th, 2001, national attention has been captivated by terrorism and terrorism prevention. Parallel to this time of increased focus on terrorism prevention, adequate funding to support new departments or increased terrorism prevention efforts in existing departments was unattainable. Consequently, a strong need for prevention strategies that are affordable and highly applicable at the local level has resulted. Thus, it is the purpose of this study to examine methods of risk assessment and test the accuracy of such methodologies in order to assist local organizations in effectively applying limited resources for opportunity reduction at vulnerable locations based on calculated risks. The primary goal of this thesis is to test the validity of the EVIL DONE vulnerability assessment and evaluate its ability to predict the number of fatalities and injured persons resulting from a terrorist attack. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2013.

This thesis addresses a set of transformations in the symbolic construction of America, as reflected by a number of films released during what is commonly referred to as the post 9/11 period. Following a rich debate in the field of American literary studies, the study investigates the self-image of the nation as projected by four representative films of the decade. Throughout the chapters, the central hypothesis of the thesis is that the cultural symbology of the nation, its symbolic map, continues to act as a territorialising force within the diegetic universes of the texts. In so doing, the meta-narrative of America stands in opposition to a deterritorialising tendency that - as a body of recent critical scholarship attests - inform the post 9/11 context, a tendency borne out of a new, shared awareness of historical violence within the national community. As it displaces codified social boundaries, and established links between individual and communities, such deterritorialising rhetoric threaten the symbolic coherence of the world. The conflict between long-standing symbologies of the nation and the impact of a new cultural milieu thus emerges in the cinema as a representational impasse, whose different textual outcomes are addressed in the main chapters of this thesis. In order to investigate the interplay of different symbolic maps, the present study focuses on four spatial signifiers - the house, the village, the city and the land - and derives its methodological tools from a body of scholarship largely comprised within the so-called 'spatial turn'. The terms of this theoretical engagement are specified in the first part the thesis, while the conclusion expands on the direction of the research, and connects the study to other related disciplinary discourses, both in Film studies and American studies.

Serving as an unfortunate benchmark for the twenty-first century, 9/11 has completely altered society’s perceptions of personal safety, security and social identity, along with provoking intense emotional reactions. One outlet for these resulting emotions has been through art and literature. Five years have since passed and contemporary authors are still struggling to accurately represent that tragic day and its consequent impression. This paper provides an analysis of how the events of 9/11 have been incorporated into adult fiction. Variations of themes related to psychology, interpersonal relationships, political and social perspectives, and heroism were found to be used most frequently among authors.

This paper aimed at analysing what was South Africa's response to its international obligations regarding the 9/11 events and how does such response comply with the country's constitutional framework. This study gave a brief outline of the most significant legislative changes in a number of countries and then concentrate on the South African anti-terrorism legislation. It identified the provisions of the Act that have been discussed most controversial throughout the drafting process and analysed whether they comply with constitutional standards. Particular emphasis was laid on the possible differences between the South African Act and comparative legislation that derive directly from the apartheid history of the country.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 143-149).