Academic literature on the topic 'Political aspects of War on Terrorism, 2001-2009'

In this article, the political–security relations between the United States and Pakistan in the Post-Cold War era are analyzed. The allied relationship between the two countries during the Cold War was abruptly disrupted following the conclusion of the Cold War in 1991 and the United States imposed a series of sanctions against Pakistan following the nuclear issue in 1990. However, the September 11 attacks of 2001 and the global anti-terrorism war launched by the G. W. Bush government resumed the relationship. Again, Pakistan became one of the principal allies of the United States and bilateral political–security relations were promoted unprecedentedly thanks to their collaboration against terrorism. The war against terrorism, however, has also produced many contradictions, which brought the relationship between the two countries into disputes and crises. This article discusses the U.S.–Pakistan relations in the Post-Cold War Era with special attention to the political–security aspects. Attempts will be made to clarify the nature, impacts and tendencies of the relationship. The U.S.–Pakistan relationship is a typical example of the international relationship between a superpower and a middle power, and it is also typical of the U.S.’s changing alliance relations.

One month after the terrorist attacks on the World Trade Centre in New York, the Corriere della Sera published an article on the possible future consequences for literature of this horrific event. Some novelists boldly declared their work would not be affected at all, while others observed that their literary visions and perspectives were already responses to life's tragic aspects. Several writers confessed to wondering, at least initially, whether literature henceforth could continue to have any real sense. A decade later, this essay examines the nature of the Italian response. It looks first at the views of those writers who expressed opinions directly to the press or in essay form, and then at a small number of novels (by Tullio Avoledo, Marisa Bulgheroni and Tiziana Rinaldi Castro) and short stories (by Andrea Piva, Andrej Longo and Andrea Canobbio) which have embraced the theme, and which have done so in ways that reinforce the sense of an underlying political and/or cultural aesthetic. Connections between twenty-first-century reactions to 9/11 and the Italian experience or memory of political terrorism and war will be explored, as well as the question of inspiration for novelists, in the particular context of catastrophe or trauma.

AbstractThe ‘war on terror’– perhaps how it has led to an ‘age of terror’– has come to dominate many aspects of international relations and indeed of relations between the state and the citizen since the ‘defining moment’ of the 2001 attacks. This special issue examines whether there is an ‘age of terror’, and if so, how that ‘age of terror’ has led to new approaches and to new thinking on the part of Western states and establishments by drawing on the UK's experience in Northern Ireland, the nature of collaboration on counter-terrorism across the European Union and in thinking about the implications of terrorism for strategy. State approaches are critiqued, and alternatives suggested, in thinking about the relationship between human rights and the ‘war on terror’, and indeed in reconceptualizing the study of terrorism. In the final articles of this issue alternative and non-state critiques, approaches and analyses are developed.

Chris Davies’ Blockbusters and the Ancient World is the latest addition to a growing body of scholarly literature on cinematic receptions of antiquity. The author takes as his focus the swathe of ancient world epics produced since the 9/11 terrorist attacks in 2001, ranging from movies set in the ancient Greek world (including the 2004 films Troy and Alexander, and, from 2007, 300) to the Roman occupation of Britain – as seen in King Arthur (2004), The Last Legion (2007), Centurion (2010), and The Eagle (2011) – as well as those which concentrate on aspects of Christianity (Agora, of 2009, set in Alexandria in the early fifth century ce, as contrasted with the 2004 biblical epic The Passion of the Christ). Structured around a series of case studies of these individual films, the book undoubtedly adds a set of valuable contributions to the scholarly literature on each piece; its real strength lies, however, in the way in which the author draws comparisons between these case studies while simultaneously situating the movies within their wider historical, political, and cultural contexts. Davies’ introduction alone – with a broad overview of the development of cinematic depictions of antiquity from the birth of cinema to contemporary productions, along with definitions of key terms – provides an excellent starting point for those new to thinking about ancient world films, and a comprehensive filmography of works referenced is a useful research tool. There is much here too, however, which will be of value to those seeking more in-depth discussion. Detailed analysis of the films themselves – with attention to staging, casting, and characterization – is accompanied by discussion of critical responses and evidence from published interviews with directors and producers. The author is careful to point out that artistic products often resist straightforward interpretation, and that multiple readings of each film are possible (for example, the critical reception of a movie may infer a different relationship to contemporary politics than the stated intentions of its creative team). He also explores the development and fluidity of genres, and the ways in which several of these films hybridize more than one genre (for example, traces of the western are strongly evident in the Roman Britain epics; and The Passion of the Christ carries striking elements of the horror genre). What results is a sensitive exploration of the films’ relationship to US politics, in the particular context of the ‘War on Terror’ and the US-led invasions of Iraq and Afghanistan, which examines ways in which the films ‘have inspired allegorical and metaphorical readings in which the past has been used to contextualise, warn or parallel the present’ (209).

Today, the term jihad is considered a unilaterally geopolitical concept in the interests of powers. In the beginning of the XXI century in the result of the 11th of September this term is interpreted as part of the war in the West. In recent years, this term has also been introduced into the circle of Islamic science and it has a political character. As a result, the concept of jihad has become narrower, is defined regarding the holy war of Islam and is formed as a way of manifesting true evil. Thanks to the rapid dissemination of any information, today it becomes necessary to correctly define the term «jihad» in the media. The basic principles of jihad can be used in the daily life of any society. These principles are set out in the article: environmental political jihad, humanitarian jihad and international anti-terrorism jihad. Examples from scientific studies of such outstanding scientists as sociologist Anthony Giddens and theologians Rizvan Maxim and Rashid Reed, as well as the results of studies of international organizations are given. In general, having carefully studied other aspects, it is possible to distinguish jihad from its modern definition and highlight new areas through which jihad can have a positive impact on societies. That is why the article carefully considers the semantic concept of the term «jihad», adopted by classical Islamic scholars, with examples of the positive impact of jihad on the development of society as a whole. In addition, the concept of jihad can be considered as a mechanism that plays an important role in solving environmental problems, ecology, injustice, human rights violations, as well as the importance and peculiarity of jihad in Islam and its unique role in the person. Бүгінде жиһад термині тек бір бағытта алпауыт елдердің мүддесін көздеген геосаяси сипатта ғана тұжырымдама ретінде қарастырылып келеді. XXI ғасырдың басында орын алған 11 қыркүйек (2001 ж.) оқиғасының нәтижесінде бұл термин Батыста көптеген еңбектердің мазмұнында терроризммен бара-бар түсіндірілуде. Соңғы уақытта исламдық ғылым айналымына да бұл термин анықтамасы еніп үлгерді және саясиланып тұжырымдалуда. Осының салдарынан жиһадтың ұғымы тарылып, дін жолындағы «қасиетті соғыс» анықтамасына айналып, нағыз зұлымдыққа апарар жол ретінде түсіндірілуде. Осыған байланысты бүгінгі заманауи технологияны тиімді пайдалану арқылы бұқаралық ақпараттар құралдары тарапынан қандай да бір мәліметті тез таратуға болатынын ескерсек, БАҚ арқылы жиһад сөзінің анықтамасын дұрыс бағытта насихаттау заман талабына айналып отыр. Адамзат өмір сүріп жатқан қоғамды мейлінше жақсы жаққа өзгерту, реттеу үшін жиһадтың басты қағидаларын негізге ала отырып, қол жеткізуге болады. Дәл осындай қағидалар жұмыстың мазмұнында үшке бөлініп жеке қарастырылған. Олар: экологиялық саяси жиһад, гуманитарлық жиһад және халықаралық терроризмге қарсы жиһад. Осы ретте аталмыш тақырыптар аясында белгілі әлеуметтанушы Энтони Гидденс пен дінтанушы Ризван Максим, Рашид Рида секілді ғалымдардың көзқарасы және халықаралық ұйымдардың зерттеу жұмыстарының нәтижесі негізге алынған. Жалпы, жиһадтың бұдан басқа да қырларын жіті талқылау арқылы оны заманауи қалыптасқан теріс анықтамадан ажыратып, позитивті бағытын айқындауға болады. Сол үшін бұл еңбекте «жиһад» сөзі көптеген мағына беретіндігін және оның классикалық ислам ғалымдары бекіткен негізгі концепциясы әрбір қоғамды ілгерілетуге игі ықпалын тигізетіні туралы жан-жақты талқыланады. Сондай-ақ, аталмыш концепцияны бүгінде жаһандық кеңістікте орын алып жатқан эко-логия, әділетсіздік, адамзат құқын бұзу секілді келеңсіздіктердің жолын кесуге елеулі ықпал ететін механизм ретінде қарастырып, жиһадтың ислам дініндегі орны мен маңыздылығын, адамның тұлға ретінде қалыптасудағы оның ерекше рөлі жөнінде кеңірек баяндалады.

Purpose The gruesome attacks of 11 September 2001 signalled a powerful paradigm shift in international politics: governments previously accustomed to military menaces were now being increasingly threatened by independent, non-state actors. Consequently, a plethora of literature emerged, looking to better understand the nature of these actors. An aspect that has attracted substantial interest is the inter-relation between terrorism and organised crime (OC). This paper aims to answer the question as to whether, for the purpose of controlling and mitigating the threat they pose to society, there is meaning in differentiating between terrorist organisations (TOs) and organised crime groups (OCGs). Design/methodology/approach The first section of the paper will provide an account of the various kinds of threats posed by OCGs and TOs. The subsequent section will question whether it is possible, in today’s globalised era, to distinguish between these two actors, while the last sections will ask if such a differentiation is desirable. Findings OCGs and TOs display a clear divergence: the former’s motivation is financial while the latter’s political. With the end of the Cold War, however, each type of organisation has been building up the capabilities of the other, helped by the force of global networks. As such, these two actors now exist within the same body – a continuum – that renders their separation difficult. As to the question of desirability, the separation of the two phenomena has often led to the adoption of highly disproportionate militarised and securitised measures, resulting in a dangerous blending of law enforcement and security service methodology. Originality/value Many have argued for the separation of the “terrorist” from the “criminal”, on the grounds that the former is particularly heinous and deserving of more severe measures. Others have studied the evolution of these two phenomena to understand whether the lines separating them have been blurring and the extent to which this affects law-enforcement. This paper goes beyond notions of feasibility and poses the following question: has the traditional separation of these phenomena led to a desirable regime?

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

Abstract The Balkan Cities Association of Nephrology, Dialysis, Transplantation and Artificial Organs (BANTAO) was established in Ohrid, Republic of Macedonia on October 9, 1993 during the First Congress of the Macedonian Society of Nephrology, Dialysis, Transplantation and Artificial Organs (MSNDTAO). The idea of the founders was that such Society would have a clear impact on several aspects of practice and research in nephrology and artificial organs in the Balkans, firstly, by increasing its international visibility and potential collaborative work, and recognition by international organizations. Secondly, such a society would facilitate the exchange of experience and knowledge between experts in our area. In addition, it would be a very positive symbolic act showing that collaborative work for the betterment of life is possible and desirable in our area and that coming together will bear better fruits at the human and cultural levels. It will also send a very clear signal to the outside world that the Balkans can be a place of collaboration and mutual understanding. Several international bodies such as the International Society of Artificial Organs and the International Faculty of Artificial Organs have signaled their interest in and support for the creation of such a society. Despite the turbulent times in the Balkan Peninsula, the First BANTAO Congress was held in Varna from September 22 to 24, 1995, which was an impressive event. F. Valderrabano, Chairman of the EDTA–ERA registry reported on that event with a lot of sympathy in the paper entitled “Nephrologists of the Balkan countries meet across political frontiers and war fronts – an example to politicians. The foundation of and the Second Congress of BANTAO were also well accepted by the colleagues nephrologists from Russia. The Second Congress was held on September 6-10, 1997 in Struga, the Third BANTAO Congress was held on September 18-20, 1998 in Belgrade, the Fourth Congress of BANTAO was held in Izmir on November 14-16, 1999, the Fifth Congress of BANTAO was held in Thessaloniki on September 30 – October 3, 2001, the 6th BANTAO Congress was held in Varna, on October 6-9, 2003, the 7th BANTAO Congress was held in Ohrid, on September 8-11, 2005, the 8th BANTAO Congress was held in Belgrade, on September 16-19, 2007, the 9th BANTAO Congress was held in Antalya, November 18-22, 2009, the 10th BANTAO Congress was held in Chalkidiki, October 13-15, 2011, the 11th BANTAO Congress was held from 26 to 29 September 2013 in Timisoara on the 20th Anniversary of the foundation of BANTAO, the 12th BANTAO Congress was held on October 15-18, 2015 in Opatija, the 13th BANTAO Congress was held on 4-8 October, 2017 in Sarajevo, the 14th BANTAO Congress was held on September 20-23, 2018, in Budva and the 15th BANTAO Congress was held in Skopje, 26-29 September 2019. Another milestone in the life of BANTAO was the appearance of the BANTAO journal in 2003, which has been published biannually since then. In the past 17 years there have been 33 editions of the journal and seven supplements reporting BANTAO congresses. The editors of the journal past and present are: 2003–2005 (Dimitar Nenov); 2005–2009 (Ali Basci); 2009–(Goce Spasovski). Up to date, more than 400 papers have been published. The BANTAO journal is registered on EBSCO, DOAJ, SCOPUS, and has become a strong ‘glue’ among nephrologists from the Balkan cities. The BANTAO congresses and the BANTAO journal have succeeded in elevating nephrology knowledge and thus increased the standards of nephrology patient care throughout the Balkans. Standing above the divisive forces of politics, language and war, BANTAO gives a living example that collaboration and humility are feasible in times of maddening destruction, and are transformative.

RESUMEN:El objetivo del artículo es aproximarnos a la controvertida biografía del comisario Manuel Brabo Portillo. El trabajo está basado en fuentes primarias y secundarias. El método utilizado es empírico. En el imaginario del mundo sindicalista revolucionario, Brabo Portillo era el policía más odiado, la reencarnación de la cara más turbia del Estado. Fue, así mismo, un espía alemán relacionado con el hundimiento de barcos españoles, el asesinato del empresario e ingeniero Barret y el primer jefe de los terroristas vinculados a la patronal barcelonesa. La conflictividad que afectó a España en el período de la Primera Guerra Mundial es fundamental para entender los orígenes del terrorismo vinculado al pistolerismo, que marcó la historia político social española del primer tercio del siglo XX.PALABRAS CLAVE: Brabo Portillo, pistolerismo, espionaje, sindicalismo, Primera Guerra Mundial.ABSTRACT:The objective of the article is an approach to the controversial biography of Police Chief Manuel Brabo Portillo. The work is based on primary and secondary sources. The method used is empirical. In the imagery of the revolutionary syndicalist world, Brabo Portillo was the most hated policeman, the reincarnation of the murkiest face of the state. He was also a German spy connected with the sinking of Spanish ships, the murder of businessman and engineer Josep Barret and the first head of the terrorists linked to Barcelona employers. 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OBJECTIVES/SPECIFIC AIMS: Stigma has been recognized as a major impediment to accessing mental health care among Vietnamese and Asian Americans (Leong and Lau, 2001; Sadavoy et al., 2004; Wynaden et al., 2005; Fong and Tsuang, 2007). The underutilization of mental health care, and disparities in both access and outcomes have been attributed to a large extent to stigma and cultural characteristics of this population (Wynaden et al., 2005; Jang et al., 2009; Leung et al., 2010; Spencer et al., 2010; Jimenez et al., 2013; Augsberger et al., 2015). People with neurotic or behavioral disorders may be considered “bad” as many Vietnamese people believe it is a consequence of one’s improper behavior in a previous life, for which the person is now being punished (Nguyen, 2003). Mental disorders can also been seen as a sign of weakness, which contributes to ambivalence and avoidance of help-seeking (Fong and Tsuang, 2007). Equally important is the need to protect family reputation; having emotional problems often implies that the person has “bad blood” or is being punished for the sins of his/her ancestors (Herrick and Brown, 1998; Leong and Lau, 2001), which disgraces the entire family (Wynaden et al., 2005). In these cases, public stigma (as opposed to internal stigma) is the primary reason for delays in seeking help (Leong and Lau, 2001). Other research has also highlighted the influences of culture on how a disorder may be labeled in different settings, although the presentation of symptoms might be identical (see Angel and Thoits, 1987). In Vietnamese culture, mental disorders are often labeled điên (literally translated as “madness”). A điên person and his or her family are often severely disgraced; consequently the individuals and their family become reluctant to disclose and seek help for mental health problems for fear of rejection (Sadavoy et al., 2004). Despite the critical role of stigma in accessing mental health care, there has been little work in trying to understand how stigmatizing attitudes towards mental illness among Vietnamese Americans manifest themselves and the influences of acculturation on these attitudes. Some previous work indicated a significant level of mental illness stigma among Vietnamese Americans, and experiences of living in the United States might interact with the way stigma manifests among this population (Do et al., 2014). Stigma is a complex construct that warrants a deeper and more nuanced understanding (Castro et al., 2005). Much of the development of stigma-related concepts was based on the classic work by Goffman (1963); he defined stigma as a process by which an individual internalizes stigmatizing characteristics and develops fears and anxiety about being treated differently from others. Public stigma (defined by Corrigan, 2004) includes the general public’s negative beliefs about specific groups, in this case individuals and families with mental illness concerns, that contribute to discrimination. Public stigma toward mental illness acts not only as a major barrier to care, but can also exacerbate anxiety, depression, and adherence to treatment (Link et al., 1999; Sirey et al., 2001; Britt et al., 2008; Keyes et al., 2010). Link and Phelan (2001) conceptualized public stigma through four major components. The first component, labeling, occurs when people distinguish and label human differences that are socially relevant, for example, skin color. In the second component, stereotyping, cultural beliefs link the labeled persons to undesirable characteristics either in the mind or the body of such persons, for example people who are mentally ill are violent. The third component is separating “us” (the normal people) from “them” (the mentally ill) by the public. Finally, labeled persons experience status loss and discrimination, where they are devalued, rejected and excluded. Link and Phelan (2001) emphasized that stigmatization also depends on access to social, economic, and political power that allows these components to unfold. This study aims to answer the following research questions: (1) how does public stigma related to mental illness manifest among Vietnamese Americans? and (2) in what ways does acculturation influence stigma among this population? We investigate how the 4 components of stigma according to Link and Phelan (2001) operationalized and how they depend on the level of acculturation to the host society. Vietnamese Americans is the key ethnic minority group for this study for several reasons. Vietnamese immigration, which did not start in large numbers until the 1970s, has features that allow for a natural laboratory for comparisons of degree of acculturation. Previous research has shown significant intergenerational differences in the level of acculturation and mental health outcomes (e.g., Shapiro et al., 1999; Chung et al., 2000; Ying and Han, 2007). In this study, we used age group as a proxy indicator of acculturation, assuming that those who were born and raised in the United States (the 18–35 year olds) would be more Americanized than those who were born in Vietnam but spent a significant part of their younger years in the United States (the 36–55 year olds), and those who were born and grew up in Vietnam (the 56–75 year olds) would be most traditional Vietnamese. The language used in focus group discussions (FGDs) reflected some of the acculturation, where all FGDs with the youngest groups were done in English, and all FGDs with the oldest groups were done in Vietnamese. METHODS/STUDY POPULATION: Data were collected through a set of FGDs and key informant interviews (KIIs) with experts to explore the conceptualization and manifestation of mental illness public stigma among Vietnamese Americans in New Orleans. Six FGDs with a total of 51 participants were conducted. Participants were Vietnamese American men and women ages 18–75. Stratification was used to ensure representation in the following age/immigration pattern categories: (1) individuals age 56–75 who were born and grew up in Vietnam and immigrated to the United States after age 35; (2) individuals age 36–55 who were born in Vietnam but spent a significant part of their youth in the United States; and (3) individuals age 18–35 who were born and grew up in the United States. These groups likely represent different levels of acculturation, assuming that people who migrate at a younger age are more likely to assimilate to the host society than those who do at a later age. Separate FGDs were conducted with men and women. Eleven KIIS were conducted with 6 service providers and 5 community and religious leaders. In this analysis, we focused on mental illness public stigma from the FGD participants’ perspectives. FGDs were conducted in either English or Vietnamese, whichever participants felt more comfortable with, using semistructured interview guides. All interviews were audio recorded, transcribed and translated into English if conducted in Vietnamese. Data coding and analysis was done using NVivo version 11 (QSR International, 2015). The analysis process utilized a Consensual Qualitative Research (CQR) approach, a validated and well-established approach to collecting and analyzing qualitative data. CQR involves gathering textual data through semistructured interviews or focus groups, utilizing a data analysis process that fosters multiple perspectives, a consensus process to arrive at judgments about the meaning of data, an auditor to check the work of the research team, and the development of domains, core-ideas, and cross-analysis (Hill et al., 2005). The study was reviewed and approved by Tulane University’s Internal Review Board. RESULTS/ANTICIPATED RESULTS: Components of public stigma related to mental illness. The 4 components of public stigma manifest to different extents within the Vietnamese Americans in New Orleans. Labeling was among the strongest stigma components, while the evidence of the other components was mixed. Across groups of participants, Vietnamese Americans agreed that it was a common belief that people with mental disorders were “crazy,” “acting crazy,” or “madness.” “Not normal,” “sad,” and “depressed” were among other words used to describe the mentally ill. However, there were clear differences between younger and older Vietnamese on how they viewed these conditions. The youngest groups of participants tended to recognize the “craziness” and “madness” as a health condition that one would need to seek help for, whereas the oldest groups often stated that these conditions were short term and likely caused by family or economic problems, such as a divorce, or a bankruptcy. The middle-aged groups were somewhere in between. The evidence supporting the second component, stereotyping, was not strong among Vietnamese Americans. Most FGD participants agreed that although those with mental disorders may act differently, they were not distinguishable. In a few extreme cases, mentally ill individuals were described as petty thefts or being violent towards their family members. Similarly to the lack of strong evidence of stereotyping, there was also no evidence of the public separating the mentally ill (“them”) from “us”. It was nearly uniformly reported that they felt sympathetic to those with mental disorders and their family, and that they all recognized that they needed help, although the type of help was perceived differently across groups. The older participants often saw that emotional and financial support was needed to help individuals and families to pass through a temporary phase, whereas younger participants often reported that professional help was necessary. The last component, status loss and discrimination, had mixed evidence. While nearly no participants reported any explicit discriminatory behaviors observed and practiced towards individuals with mental disorders and their families, words like “discrimination” and “stigma” were used in all FGDs to describe direct social consequences of having a mental disorder. Social exclusion was common. Our older participants said: “They see less of you, when they see a flaw in you they don’t talk to you or care about you. That’s one thing the Vietnamese people are bad at, spreading false rumors and discrimination” (Older women FGD). One’s loss of status seemed certain if their or their loved one’s mental health status was disclosed. Shame, embarrassment, and being “frowned upon” were direct consequences of one’s mental health status disclosure and subsequently gossiped about. Anyone with mental disorders was certain to experience this, and virtually everyone in the community would reportedly do this to such a family. “You get frowned upon. In the Vietnamese culture, that’s [a family identified as one with mental health problems] the big no-no right there. When everybody frowns upon your family and your family name, that’s when it becomes a problem” (Young men FGD). This is tied directly to what our participants described as Vietnamese culture, where pride and family reputation were such a high priority that those with mental disorders needed to go to a great extent to protect—“We all know what saving face means” as reported by our young participants. Even among young participants, despite their awareness of mental illness and the need for professional help, the desire to avoid embarrassment and save face was so strong that one would think twice about seeking help. “No, you just don’t want to get embarrassed. I don’t want to go to the damn doctor and be like ‘Oh yeah, my brother got an issue. You can help him?’ Why would I do that? That’s embarrassing to myself…” (Young men FGD). Our middle-aged participants also reported: “If I go to that clinic [mental health or counseling clinic], I am hoping and praying that I won’t bump into somebody that I know from the community” (Middle-aged women FGD). Vietnamese people were also described as being very competitive among themselves, which led to the fact that if a family was known for having any problem, gossips would start and spread quickly wherever they go, and pretty soon, the family would be looked down by the entire community. “I think for Vietnamese people, they don’t help those that are in need. They know of your situation and laugh about it, see less of you, and distant themselves from you” (Older women FGD). Culture and mental illness stigma, much of the described stigma and discrimination expressed, and consequently the reluctance to seek help, was attributed to the lack of awareness of mental health and of mental health disorders. Many study participants across groups also emphasized a belief that Vietnamese Americans were often known for their perseverance and resilience, overcoming wars and natural disasters on their own. Mental disorders were reportedly seen as conditions that individuals and families needed to overcome on their own, rather than asking for help from outsiders. This aspect of Vietnamese culture is intertwined with the need to protect one’s family’s reputation, being passed on from one generation to the next, reinforcing the beliefs that help for mental disorders should come from within oneself and one’s family only. Consequently persons with mental health problems would be “Keeping it to themselves. Holding it in and believing in the power of their friends” (Middle-aged FGD) instead of seeking help. Another dimension of culture that was apparent from FGDs (as well as KIIs) was the mistrust in Western medicine. Not understanding how counseling or medicines work made one worry about approaching service providers or staying in treatment. The habit of Vietnamese people to only go see a doctor if they are sick with physical symptoms was also a hindrance to acknowledging mental illness and seeking care for it. Challenges, including the lack of vocabulary to express mental illness and symptoms, in the Vietnamese language, exaggerated the problem, even among those who had some understanding of mental disorders. It was said in the young men FGD that: “when you classify depression as an illness, no one wants to be sick,… if you call it an illness, no one wants to have that sort of illness, and it’s not an illness that you can physically see…” (Young men FGD). Another young man summarized so well the influence of culture on mental illness stigma: “Us Southeast Asian, like, from my parents specifically has Vietnam War refugees. I think the reason why they don’t talk about it is because it’s a barrier that they have to overcome themselves, right? As refugees, as people who have been through the war… [omitted]They don’t want to believe that they need help, and so the trauma that they carry when they give birth to us is carried on us as well. But due to the language barrier and also the, like, they say with the whole health care, in Vietnam I know that they don’t really believe in Western and Eurocentric medicine. So, from their understanding of how, like from their experience with colonization or French people, and how medicine works, they don’t believe in it” (Young men FGD). One characteristic of the Vietnamese culture that was also often mentioned by our FGD participants (as well as KIIs) was the lack of sharing and openness between generations, even within a family. Grandparents, parents, and children do not usually share and discuss each other’s problems. Parents and grandparents do not talk about problems because they need to appear strong and good in front of their children; children do not talk about problems because they are supposed to do well in all aspects, particularly in school. The competitiveness of Vietnamese and high expectations of younger generations again come into play here and create a vicious cycle. Young people are expected to do well in school, which put pressure on them and may result in mental health problems, yet, they cannot talk about it with their parents because they are not supposed to feel bad about school, and sharing is not encouraged. The Asian model minority myth and the expectations of parents that their children would do well in school and become doctors and lawyers were cited by many as a cause of mental health problems among young people. “Our parents are refugees, they had nothing and our parents want us to achieve this American Dream…. [omitted] It set expectations and images for us…. It was expected for all the Asians to be in the top 10, and for, like a little quick minute I thought I wasn’t going to make it, I was crying” (Yong men FGD). As a result, the mental health problems get worse. “If you’re feeling bad about something, you don’t feel like you can talk about it with anyone else, especially your family, because it is not something that is encouraged to be talked about anyway, so if you are feeling poorly and you don’t feel like you could talk to anybody, I think that just perpetuates the bad feelings” (Middle-aged women FGD). Acculturation and mental illness stigma Acculturation, the degree of assimilation to the host society, has changed some of the understanding of mental illness and stigmatizing attitudes. Differences across generations expressed in different FGDs indicated differences in perceptions towards mental illness that could be attributed to acculturation. For example, the young generation understood that mental illness was a health problem that was prevalent but less recognized in the Vietnamese community, whereas a prominent theme among the older participants was that mental illness was a temporary condition due to psychological stress, that it was a condition that only Caucasians had. Some of the components of public stigma related to mental illness seemed to vary between generations, for example the youngest participants were less likely to put a label on a person with mental health problems, or to stereotype them, compared to the oldest and middle-aged participants. This was attributed to their education, exposure to the media and information, and to them “being more Americanized.” However, there was no evidence that acculturation played an important role in changing the other components of public stigma, including stereotyping, separating, and status loss and discrimination. For example, the need to protect the family reputation was so important that our young participants shared: “If you damage their image, they will disown you before you damage that image” (Young men FGD). Young people, more likely to recognize mental health problems, were also more likely to share within the family and to seek help, but no more likely than their older counterparts to share outside of the family—“maybe you would go to counseling or go to therapy, but you wouldn’t tell people you’re doing that” (Young women FGD). The youngest participants in our study were facing a dilemma, in which they recognized mental health problems and the need for care, yet were still reluctant to seek care or talk about it publicly because of fears of damaging the family reputation and not living up to the parents’ expectations. Many young participants reported that it actually made it very difficult for them to navigate mental health issues between the 2 cultures, despite the awareness of the resources available. “I think it actually makes it harder. Only because you know to your parents and the culture, and your own people, it’s taboo, and it’s something that you don’t talk about. Just knowing that you have the resources to go seek it… You want advice from your family also, but you can’t connect the appointment to your family because you’re afraid to express that to your parents, you know? So I think that plays a big part, and knowing that you are up and coming, but you don’t want to do something to disappoint your family because they are so traditional” (Young men FGD). Some participants felt more comfortable talking about mental health problems, like depression, if it was their friend who experienced it and confided in them, but they would not necessarily felt open if it was their problem. Subtle cultural differences like this are likely overlooked by Western service providers. One older participant summarized it well “They [the young generation] are more Americanized. They are more open to other things [but] I think that mental health is still a barrier.” DISCUSSION/SIGNIFICANCE OF IMPACT: This study investigated how different components of public stigma related to mental illness manifest among Vietnamese Americans, a major ethnic group in the United States, and how acculturation may influence such stigma. The findings highlighted important components of public stigma, including labeling and status loss, but did not provide strong evidence of the other components within our study population. Strong cultural beliefs underlined the understanding of mental health and mental illness in general, and how people viewed people with mental illness. Several findings have been highlighted in previous studies with Asian immigrants elsewhere; for example, a study from the perspectives of health care providers in Canada found that the unfamiliarity with Western biomedicine and spiritual beliefs and practices of immigrant women interacted with social stigma in preventing immigrants from accessing care (O’Mahony and Donnelly, 2007). Fancher et al. (2010) reported similar findings regarding stigma, traditional beliefs about medicine, and culture among Vietnamese Americans. Acculturation played a role in changing stigmatizing attitudes as evidenced in intergenerational differences. However, being more Americanized did not equate to being more open, having less stigmatizing attitudes, or being more willing to seek care for mental health issues. Consistent with previous studies (Pedersen and Paves, 2014), we still found some level of stigma among young people aged 18–35, although some components were lessened with an increased level of acculturation. There was also a conflict among the younger generation, in which the need for mental health care was recognized but accessing care was no easier for them than for their parent and grandparent generations. The study’s findings are useful to adapt existing instruments to measure stigma to this population. The findings also have important program implications. One, they can be directly translated into basic supports for local primary and behavioral health care providers. Two, they can also be used to guide and inform the development and evaluation of an intervention and an additional study to validate the findings in other immigrant ethnic groups in the United States. Finally, based on results of the study, we can develop a conceptual framework that describes pathways through which social, cultural, and ecological factors can influence stigma and the ways in which stigma acts as a barrier to accessing mental health care among Vietnamese Americans. The guiding framework then can be validated and applied in future programs aimed to improve mental health care utilization among ethnic minorities.

Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, December 2007.
Thesis Advisor(s): Simons, Anna. "December 2007." Description based on title screen as viewed on January 18, 2008. Includes bibliographical references (p. 65-72). Also available in print.

One year after the terror attacks of September 11, 2001, the administration of President George W. Bush introduced a revolutionary foreign policy strategy--the Bush Doctrine. Proponents of this strategy advocated the use of American 'hard power' as a tool to promote freedom and democracy, beginning with the invasions of Afghanistan and Iraq. Opponents of the doctrine saw it as dangerously nationalistic, with the potential to entangle the United States in a myriad of protracted international conflicts. This thesis will identify aspects of nationalism within post-9/11 American foreign policy and illuminate the incompatibility of nationalism and the fundamental tenets of conflict resolution. This study theorizes that nationalism played a significant role in the development of the Bush Doctrine. Although its advocates promote specific policies historically associated with nationalism, as a rule they have not acknowledged its influence. Conversely, opponents of the doctrine acknowledge this influence and warn of its destructive characteristics. The study presented herein identifies nationalism as a powerful force in American culture and politics--one that has a profound influence on American foreign policy and on the longevity of our foreign wars.

The terrorist attacks of September 11, 2001 transformed the way in which Americans and their leaders viewed the world. The tragic events of that day helped give rise to a foreign policy strategy commonly referred to as the “Bush Doctrine.” At the heart of this doctrine lay a series of propositions about the need to foster liberal democracy as the antidote to terrorism. President George W. Bush proclaimed in a variety of addresses that democracy now represented the “single surviving model” of political life to which all people aspired. In the course of making this argument, President Bush seemed to relate his policies to an overarching “teleology” of progress. This discourse implied that the United States might use force to hasten the emergence of liberal norms and institutions in selected states. With a sense of irony, some commentators soon referred to the Bush administration’s position as “Leninist” because of its determination to bring about the so-called “end of history” today. Yet, surprisingly, these critics had little more to add. This thesis is an attempt to assess in greater depth the Bush administration’s claim to comprehend historical eschatology. Developing a concept termed “democratic vanguardism,” this study investigates the idea of liberal modernity, the role of the United States as a force for democracy, and the implications of using military intervention in the service of idealistic ends. It examines disputes among political theorists, public intellectuals and elected statesmen which help to enrich our understanding of the United States’ efforts under President Bush at bending history to its will.

Thesis (MPhil (Political Science))--University 2010.
ENGLISH ABSTRACT: This dissertation’s primary focus is why torture is used when torture is not an effective means of gathering intelligence. To answer this question the argument for the use of torture, commonly known as the ticking time bomb argument, is discussed. Due to psychological and physiological processes during torture interrogation it was found that torture cannot be relied upon to deliver truthful information. Torture was also found to adversely affect the institutions that are needed for its establishment. After torture has been found to be of no utility in terms of the appropriation of information the question of why torture is still used is answered by means of discussing societal dynamics as well as the political process surrounding torture. On the societal front it was found that American public opinion towards torture is ambivalent. The reason for this includes a host of socio-psychological factors such as the in-group out-group bias as well the War on Terror as a political ideology in its own right. The notion that anybody is likely to torture is also explored by means of discussing the Milgram’s Obedience Experiment as well as the Stanford Prison Experiment. On the political front the notion that the abuses at Abu Ghraib and Guantanamo Bay were the work of a few bad apples is dispelled since it formed part of a deliberative political process that tried to make torture a legitimate foreign policy measure. The reason for the existence of this process is the failure of international and domestic checks and balances. On the international front U.S. unilateralism as foreign policy principle is cited as the reason for the ineffectiveness of international measures to stop torture. On the domestic front the permanent rally around the flag effect due to the permanent state of mobilization in the War on Terror is cited as the reason for the failure of domestic checks and balances. The lessons learnt from the research enables the creation of measures on how to stop torture even when it is found that the necessary political will is not present within the Obama administration. In the absence of political will it must be manufactured by means of the actions of civil society, the free press and the international community. It was found that the most effective means would be the creation of a committee of inquiry to create the political memory of the use of torture and how it was established. Additionally a memorial must be erected as well seeing that inquiries create political memories but they do not sustain it.
AFRIKAANSE OPSOMMING: Hierdie tesis se fokus is om na te vors waarom marteling gebruik word as dit nie ‘n effektiewe wyse is om inligting in te win nie. Om hierdie vraagstuk te beantwoord word die argument vir die gebruik van marteling naamlik die tikkende-tydbom-argument bespreek. Asgevolg van sielkundige en fisiologiese prosesse tydens ondervragings wat gebruik maak van marteling kan daar nie op marteling staatgemaak word om die waarheid op te lewer nie. Dit was ook bevind dat marteling die instansies, wat nodig is vir die gebruik daarvan, op ‘n negatiewe wyse beïnvloed. Nadat daar vasgestel is dat marteling geen nutswaarde aangaande die inwinning van informasie bied nie word die vraagstuk waarom marteling steeds gebruik word beantwoord. Op die samelewingsvlak kan daar gestel word dat die Amerikaanse samelewing onseker is oor of marteling gebruik moet word al dan nie. Verskeie redes vir hierdie opinie word aangevoer waarvan die in-group out-group bias en die Oorlog teen Terreur as politieke ideologie slegs twee daarvan uitmaak. Dat enige persoon in staat is tot marteling onder die regte stel omstandighede word ook bespreek na aanleiding van die Milgram’s Obedience Experiement en die Stanford Prison Experiment. Op die politiese vlak is daar vasgestel dat die menseregteskendings in Abu Ghraib en Guantanamo Bay nie die werk was van slegs `n paar indiwidue was nie, maar deel uitmaak van ‘n doelbewuste politiese proses wat marteling as ‘n legitieme buitelandse beleidskwessie wil afmaak. Die rede waarom die beleidsproses bestaan kan toegeskryf word aan die mislukking van inter- en intranasionale wigte en teenwigte. Op die internasionale vlak kan daar gestel word dat die Verenigde State se unilateralistiese modus operandi die rede is vir die mislukking van internasionale maatreëls teen marteling. Op die intranasionale front kan daar gestel word dat die Amerikaanse publiek verkeer in ‘n permanent rally around the flagtoestand asgevolg van die permanent mobilisasie in die Oorlog teen Terreur. Uit die lesse wat geleer is uit die navorsing kan daadwerklike stappe gedoen word om die gebruik van marteling stop te sit alhoewel die Obama-administrasie se politiese wil ontbreek. Met die tekort aan politiese wil moet die politiese wil geskep word deur die burgerlik samelewing, the vrye pers asook die internasionale gemeenskap. Daar was gevind dat die mees effektiewe wyse om marteling stop te sit sal deurmiddel van ‘n kommissie van ondersoek wees. Die kommissie se doel sal wees om te bepaal hoe marteling tot stand gekom het en ‘n politiese herinnering te skep. Daar moet ook ‘n bykomende maatreël wees, naamlik die oprigting van ‘n monument aangesien kommissies van ondersoek politiese herinneringe skep maar nie in stand hou nie.

Thesis (M.A. in Nathinal Security Affairs)--Naval Postgraduate School, March 2004.
Thesis advisor(s): David S. Yost, Hans Eberhard-Peters. Includes bibliographical references (p. 47-50). Also available online.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2005.
Thesis Advisor(s): Letitia Lawson, Jessica Piombo. Includes bibliographical references (p. 51-56). Also available online.

Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Mary E. Stuckey, committee chair; Michael Binford, James Dearsey, David Cheshier, Carol K. Winkler, committee members. Electronic text (287 p.). Description based on contents viewed Apr. 26, 2007. Includes bibliographical references (p. 262-287).

Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, December 2003.
Thesis advisor(s): Hy S. Rothstein, Kalev K. Sepp. Includes bibliographical references (p. 162-175). Also available online.

Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 26, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 175-181).

According to many, we live in a time of war that was ushered in by the attacks of September 11, 2001. Paradoxically, in the prior three years, between 3.1 and 4.7 million people had been killed in conflict in the Congo alone. Numerous other wars raged across the globe. Clearly, to say that a time of war has emerged only since 9/11 is, on the one hand, ethnocentric and plain wrong. On the other hand, awareness of war among the general population of the Western world emerged after 9/11; perception rather than reality drives commentators to define the current period as one of conflict and not peace. It seems almost certain that the current generation of young adults will grow politically mature in a time when the whole world is aware of war. War has been a prevalent occurrence; in the last few decades one can cite Vietnam, the Falklands, Chechnya, Iran and Iraq, Sierra Leone, Nicaragua, and Kashmir, to name only a few. The attacks of 9/11 were, from a global perspective, just one more horrific instance of human carnage. However, geopolitically, targeting the United States on its own homeland has created significant changes. War, the “hot war” on terrorism rather than the Cold War, is dominating global geopolitical imperatives and the national debates of many countries (the United States, the United Kingdom, Iraq, Iran, North and South Korea, and others). As the sole superpower, the United States has set the agenda. The citizens of the West can no longer ignore and avoid war. Despite its associated horrors, this is also an opportunity: we can become knowledgeable about wars beyond our immediate experiences. Geography is a powerful tool to gain and organize such knowledge. What is war? War takes many forms, from terrorist attacks to interstate conflict. Its form, its scale, its victims, its motives, and its weaponry are varied. But one aspect of war is universal across space and time: war is tyranny. The power of this statement refers to the processes by which people who did not initiate war become cogs in a fighting machine mobilized to defend territory, values, and collective identities from aggression.

The nature of the international tourism industry makes it prone to crises. Its service characteristics together with the number of potential external threats considered beyond its control, contribute to its susceptibility and make the risks difficult to manage (Evans and Elphick, 2005; Santana, 2008; Pforr, 2009; Nian et al., 2019). Interruptions to services at the destination itself and within transit routes, as well as the (mis)perceptions of consumers in distant markets, contribute to an increased vulnerability to the short and longer term effects of a crisis The UN World Tourism Organisation (UNWTO) considers a crisis, in the context of the travel and tourism industry, as ‘any unexpected event that affects traveller confidence in a destination and interferes with the ability to continue operating normally’ (2011). The terms ‘crisis’ and ‘disaster’ are often used interchangeably within the literature although it may be argued a difference in meaning exists (Rindrasih et al., 2019). The scale and responsibility, or control factors within the causation of the event, appear to be the key elements used to distinguish the two terms. Faulkner (2001: 136), for example, makes the distinction between the two terms by defining a crisis as ‘a self-inflicted event caused by problems, such as inept management structures and practices or a failure to adapt to changes’; and a disaster as ‘a situation in which an enterprise (or group of enterprises) is confronted with sudden unpredictable and catastrophic changes over which it has little control’. Within a tourism context, Bierman (2016) makes the distinction of crises as being either Category 1 or 2. Category 1 crises are beyond the control of management and include natural disasters, acts of terrorism and war, crime, political conflicts and sudden economic downturns. Category 2 crises result from management’s failure to act or implement processes to prepare for or deal with predictable risks such as high staff turnover, lack of insurance in a situation of fire or flood, service and equipment failure, financial fraud and loss of data (Bierman, 2016). For the purpose of this chapter discussion, a definition adapted from Beirman (2003: 4) relating to a destination crisis will be used, primarily focused on the large-scale nature of the crisis events discussed, these being considered as Category 1, and beyond the control of destination’s management and tourism authorities