Thesis (M. A. in Homeland Security and Defense)--Naval Postgraduate School, December 2009. / Thesis Advisor(s): Dahl, Erik, J. ; Baylouny, Anne Marie. "December 2009." Description based on title screen as viewed on February 1, 2010. Author(s) subject terms: Racial profiling, ethnic profiling, religious profiling, Muslim identity, Islamic Terrorism, Criminal Intelligence, information sharing, Intelligence Led Policing, counterterrorism. Includes bibliographical references (p. 111-120). Also available in print.

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): Steven J. Iatrou, Hy Rothstein. Includes bibliographical references (p. 83-84). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): John Arquilla, Daniel Boger. Includes bibliographical references (p. 67-70). Also available online.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 199-206).

Post-9/11, terrorism is an increasingly common spectacle. Daily, its news has become embedded into the fabric of contemporary life. But as wars fighting terrorism fail to cease the reproduction of such extraordinary violence, what role should education play to expand the freedom from terror? Mired in a perpetual terrorist dialectic, how should citizens of an interdependent world be cultivated? Particularly novel is the emergence of a pedagogical discourse that holds education as both a cause of and cure for terrorism. Presupposing poverty a main source of discontent and schooling a crucial vehicle to social mobility, governments increasingly employ education to ‘counter’ terrorism. Growing numbers of terrorists are being ‘re-educated’ for de-radicalization and social reintegration. Few studies have focused on the interrelations between education and terrorism; of those that have, the deeper theoretical questions have gone largely unasked. Problematizing the dominant discourses of terrorism and the use of education to combat the hearts and minds of terrorists, this thesis seeks to ground the pedagogical expansion of the freedom from terror on a more robust conceptual framework. With the aim to reexamine the interrelationship between terrorism and education, and conceptualize how the latter expands the freedom from the former, the methodology is interdisciplinary and ultimately philosophical. Each approach to understanding terrorism, from political economy to history to sociology, is briefly adopted before being undermined by the next. Through such a Socratic method, each discourse is betrayed by the exposition of internal contradictions and conceptual inadequacies. Because the scientific method fails to address questions concerning what terrorism is, who terrorists are, why the freedom from terror is justifiable, and how education can expand such freedom, the use of philosophical critique and reasoning is essential to conceptualizing pedagogical answers to the problem of terror. Paradoxical and insufficient, conventional discourses of terrorism and counterterrorism fail to address the fundamental problem in such misrecognitions and miscommunications. Found crucial to the perpetuation of the cycle of terror are the monological formulations of absolute moral principles and the sociological reproduction of fundamentalist attitudes and behaviors. Such a conceptual framework implicates the recognition of terror in human interactions ranging from the social to the political. To transform such terroristic dispositions requires meaningful interchange between those with different mentalities and practices. Through sharing narratives and not only criticism, interlocutors can enhance their epistemological and moral capabilities to imagine and pursue different beings and doings. Thus, fostering intercultural dialogue and building interdependency are essential to cultivating the freedom from terror through pedagogical means. From studies on ‘homeland security’ to ‘re-education’ programs for captured ‘enemy combatants’, the governmental deployment of education to counter terrorism warrants more thought and research. Reinterpreting the discourse of terrorism provides a substantively new framework for educational research and imperatives, particularly the cultivation of intercultural learning. This thesis provides justification for such an intercultural education, an emancipating process that cultivates visions of a different world, one free of terror. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Asian Studies / Master / Master of Philosophy

Terrorism is a weapon of mass destruction, which can cause many deaths. Essentially, it is a war against all civilized society, so the struggle to eliminate, or at least to restrict this violence, is also a war. Unfortunately, the cost of war on terrorism is very high. Everyday thousands of innocent people are dying because of irrational terrorist acts. One of the main characteristic’s of terrorism is the creation and exploitation of fear to bring about political change. Furthermore, all terrorist acts include the threat of violence, committed by nongovernmental groups or individuals. The main goal is to frighten and thereby intimidate a wide audience, such as a rival ethnic or religious group, an entire country, or the international community. Therefore, terrorism can be also defined as a brutal act, which has a political motive or goal and can be perpetrated against innocent people. The word terrorism was first used in France to describe a new system of government adopted during the French Revolution in the XVIII century. The regime de la terreur (Reign of Terror) was intended to promote democracy. However, the cruelty and violent excesses of the terreur distorted it into a fear instrument. The terrorism today is different, with many different forms and many different causes. Understanding the cause for which the terrorist fights, takes a lot of time and consideration. Terrorism has occurred throughout history for a variety reasons, such as historical, political... [to full text]

An indirect crisis, the terrorist attacks of September 1 1 , is used as a catalyst to review the tasks of the Nuclear Nonproliferation Regime. However, it is insufficient to initiate a comprehensive change to the regime to incorporate the challenge from non-state nuclear terrorism. There will not be a change of regime, understood in terms of principles and norms. Yet, potential for change within the regime exists, with regard to rules and procedures. This is demonstrated by analysing the organisational and state levels of the regime through a synthesis of rationalist and weak-cognitivist assumptions. The organisational level is more adaptable in light of new information and more susceptible to change. Two factors limit this change. Member states will handle issues arising from the crisis outside the venue of the regime. Also, consensual knowledge among actors remains key for significant change to occur. An indirect crisis lacks the force to cultivate an epistemic community able to promote such knowledge among decision-makers.

Inom mediaforskning används en teori om hur tidningar iscensätter sina nyheter. Iscensättningar kan liknas vid hur med hur en pjäs arrangeras på en teaterscen och teorin har tagits fram av Gert Z. Nordström. Hittills har teorin om iscensättningar enbart används på nyheter skriva under 1990-talet och framåt. Den här uppsatsen ämnar till att använda teorin till att se hur svenska kvällstidningar iscensatt sin rapportering spektakulära fall under 1970- talet. Fallen som prövas är två av de första terrorattackerna i Sverige, flygkapningen på Bulltofta och Västtyska ambassaddramat. Förutom att använda teorin för att se hur tidningarna iscensatt sin rapportering prövas även teorin om iscensättningar för att se om den fungerar på äldre material. Materialet som teorin appliceras på är de tre första dagarnas rapportering från varje händelse som publicerats i de, nationella kvällstidningarna Aftonbladet och Expressen. Analys av materialet visar tidningarna i stort använder sig av episk iscensättning dvs. nyheten framställs som något speciellt i en större händelse. Vidare visar analysen att det inte föreligger några problem att använda teorin om iscensättningar på material från den undersökta perioden 1970 – 1975.

This thesis explores security planning policy in Canada. It provides a historical overview of the securing of cities from the threat of mass violence and demonstrates how violence affects urban populations and the form and function of cities as a result. A purposefully stampeded case study approach is used to determine the state of security planning in Canada and compare selected cities to a benchmark case of Washington D.C. This thesis contributes to the understanding of security planning within Canada in the post September 11, 2001 world and offers insight into strategies used in defense of urban areas The review of literature and discussion sections also provide a critical assessment of security planning which has occurred in the time following WWII, the IRA crisis in Britain the FLQ crisis in Quebec and the terrorist attacks in London and New York in the past decade. Research questions are answered through a case study and literature analysis approach. Results demonstrate that American responses to the threat of terrorism have motivated various governmental agencies to create policy and physical responses to respond to the threat of terrorism. This thesis concludes that Canada, in comparison to the United States and other areas has done little to secure itself against terrorist attack and more specifically that urban planning and municipalities in Canada have done little to integrate anti-terrorism security planning into their planning policy. It is argued that a lack of federal mandates, a lack of motivation and education in planning spheres as well as funding issues are contributing factors.