Causal link between Education, Poverty and Terrorism
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The document discusses the relationship between education, poverty, and terrorism. It questions the commonly held belief that lack of education and poverty directly cause terrorism. While poverty and lack of education may lead to some small crimes, there is no empirical data linking these factors to serious crimes like murder or terrorism. In fact, the data shows that terrorists tend to be highly educated and reasonably wealthy individuals who provide leadership for terrorist organizations. There are likely no direct causal links between education/poverty and terrorism. At most, widespread deprivation across large groups or entire nations may increase chances of participation in violence, but individual deprivation alone does not.
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Terrorism is an unlawful act of violence or intimidation used to achieve political, religious, or ideological goals. It has a long history dating back to resistance against Roman occupation. In the modern era, terrorism emerged during the French Revolution and has since been used by both states and non-state groups in conflicts and wars. While terrorism poses psychological fears, statistically the risk of death from a terrorist attack remains relatively low compared to other causes of death in the United States.
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Terrorism is a global concern that advances radical agendas through violent and destructive acts, resulting in death. It causes fear among citizens and damage to economies. The document lists several perceived causes of terrorism, such as unjust policies, cultural differences, and Western imperialism. Effects of terrorism include withdrawal of foreign investment, loss of government revenue, restricted travel, heightened paranoia, and increased military budgets that take away from social services. The document recommends preparedness, information sharing between countries, protecting civilians, fair investigations, and public education campaigns to combat terrorism.
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Este documento describe una tarea escolar sobre la presión de los compañeros. Los estudiantes deben investigar qué es la presión de los compañeros y cómo comienza, hacer una lista de situaciones comunes de presión de los compañeros en la escuela, seleccionar una situación y dar sugerencias sobre cómo manejarla, y crear un collage con imágenes sobre la presión de los compañeros y sus consecuencias.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
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This document discusses key concepts related to employment and unemployment statistics. It defines employed and unemployed persons based on criteria from household surveys. It also defines and calculates the employment-population ratio and unemployment rate. The document discusses advantages and disadvantages of household surveys. It describes the stock-flow model of labor force transitions and how this impacts unemployment rates. It also defines types of unemployment including frictional, structural, and demand-deficient unemployment.
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The document discusses literacy rates in India, Canada, and globally. It provides statistics on literacy rates in different regions and over time. Some key points include:
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- Rajasthan, India has seen increases in overall and female literacy rates from 1991 to 2001, though illiteracy remains high especially in rural areas.
- Factors contributing to low literacy in India include poor infrastructure, teacher shortages, and inadequate education spending.
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Intimate Thoughts of Love by Darlene M. Washington
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This document summarizes a study on factors that inhibit or facilitate the transition from high school to college for minority students. The study interviewed 6 students from predominantly white institutions, public institutions, and historically black institutions to understand their academic and social integration experiences. Key findings were that students needed more support from peers, family, and faculty. The study also supported the need for early college preparation programs.
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Understanding human values with an empirical approach, both from a qualitative and quantitative point of view, allows us to better model behaviours, actions, and attitudes towards social phenomena. It is invaluable in the design of, for instance, effective health interventions - such as encouraging vaccination- or even appropriate communication campaigns for policy making - such as sensibilization towards pro-environmental attitudes. This is important since public debate on human values often focuses on perceived threats to different values while rarely understanding or articulating how values are inferred from people’s behaviors and judgements. In this tutorial, we give an overview of how the basic human and moral values are interpreted according to the psychological literature, as a combination of individual, societal, and cultural forces. We discuss the latest research in assessing these through both traditional methods, as well as through quantitative methods applied to digital data. In the first part, we provide an overview of traditional survey methods, and discuss their applicability to the new forms of discourse, the validity of recruitment using the Internet and new opportunities this medium holds. In the second part, we consider several case studies of applying computational methods to large amounts of social media data for understanding values associated with specific domains, including politics, health, charitable giving, and privacy, and discuss how social media can capture the behavioral differences in large populations of different values. Here, we introduce methodologies for large scale data analysis including topic discovery, topic refinement, grounded theory labeling, network science, and regression modeling. We conclude with the discussion of ethical use of such modeling, including data and model bias, informed consent, intervention design, and the use of persuasive technology.
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Formal education refers to the traditional education system involving primary, secondary, and tertiary levels of graded and structured learning in designated institutions. Informal education, in contrast, involves conversational learning through spending time with others, sharing lives, listening, and talking in everyday contexts outside of formal settings. Informal education emphasizes democratic values like respecting human dignity, dialogue, equality and justice. It can take place anywhere and develops through everyday interactions rather than in structured situations.
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1) Education has a major influence on gender identity formation from a young age by categorizing students into "girls" and "boys" groups and tracking them into gendered subjects and careers.
2) Even today, schools still promote traditional gender roles through images in textbooks, toys marketed to children, and gender imbalances in subjects and administrators.
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[4] Summary of Project IdeaSummarize your project idea in no mor.docx
[4] Summary of Project Idea
Summarize your project idea in no more than 250 words. Keep the project objective in mind (http://ist256.syr.edu/project/#project-objective) and focus on what you will do, not how you will do it. Remember to think BIG IDEA, and don’t worry about how you will program it at this point.
[5] Supporting Research
Provide a list of sources as evidence that you’ve adequately researched your project, ensuring it is novel / useful / innovative, meet the project objective and is feasible. This should be citations to sources found online or in the library. For the highest grade possible you should have at least 5 sources in MLA or APA citation format and provide a brief summary of each source.
Sex education polices are not always the same but are sometimes directed by ethnicity and race.As Rubin says that “The realm of sexuality also has its own internal policies, inequalities, and modes of oppression.” (Rubin, 1993,p100)In out daily lives, most of white youth receive enough sex education curricula. But for Latin girls, their culture and identities also influence their experience In learning about sex, love and romance. In the book “Respect Yourself, Protect Yourself” by Lorena Garcia, it shows that lightly more than half of the Latin girls learn very little about sex. What they receive is called abstinence-only education, which does not teach about contraception or abortion. No matter which kind of education of sex Latin girls receive, they are restricted for their engagement with sex education since they are too young to learn these under Latin society. Latin girls are sometimes offered with self contradictory lessons, which create uncertainty to students that how should they recognize those information about sex. For example, one girl called Ines said that “they tell you all about safe, but turn around and tell you, ‘ but you really don’t need to know this...’”(Garcia, 2012,p61) Colored teenagers are considered “as always ‘at risk’ and source of danger” since their lack of proper sex education by Garcia. (Garcia, 2012,p58) With such different acknolowdgement toward sex and love, gender and sexual inequalities are consequently created. Public school’s Teachers even consider sex education at the age of 16 as something unacceptable, students would only get even fewer proper information of sex and love. In the book “Arab American Femininities,” the author Nadin Nader wrote one example of a girl called Nicole. Throughout the whole conversation, Nicole places herself within “a series of binaries” that she was trapped by “Arabs” vs. “America.” (Nader,2006,108)Migrating to America, some of the Arab families want to perceive their old culture and some of them receive the openness of American’s attitude toward sex. If one embrace the American’s attitude of love and sex,which is unacceptable for traditional Arab family, she may be recognized as an “Americanized whore.” Thus, Arab girls are expected to obey their traditional norm ...
[4] Summary of Project IdeaSummarize your project idea in no mor.docx
[4] Summary of Project Idea
Summarize your project idea in no more than 250 words. Keep the project objective in mind (http://ist256.syr.edu/project/#project-objective) and focus on what you will do, not how you will do it. Remember to think BIG IDEA, and don’t worry about how you will program it at this point.
[5] Supporting Research
Provide a list of sources as evidence that you’ve adequately researched your project, ensuring it is novel / useful / innovative, meet the project objective and is feasible. This should be citations to sources found online or in the library. For the highest grade possible you should have at least 5 sources in MLA or APA citation format and provide a brief summary of each source.
Sex education polices are not always the same but are sometimes directed by ethnicity and race.As Rubin says that “The realm of sexuality also has its own internal policies, inequalities, and modes of oppression.” (Rubin, 1993,p100)In out daily lives, most of white youth receive enough sex education curricula. But for Latin girls, their culture and identities also influence their experience In learning about sex, love and romance. In the book “Respect Yourself, Protect Yourself” by Lorena Garcia, it shows that lightly more than half of the Latin girls learn very little about sex. What they receive is called abstinence-only education, which does not teach about contraception or abortion. No matter which kind of education of sex Latin girls receive, they are restricted for their engagement with sex education since they are too young to learn these under Latin society. Latin girls are sometimes offered with self contradictory lessons, which create uncertainty to students that how should they recognize those information about sex. For example, one girl called Ines said that “they tell you all about safe, but turn around and tell you, ‘ but you really don’t need to know this...’”(Garcia, 2012,p61) Colored teenagers are considered “as always ‘at risk’ and source of danger” since their lack of proper sex education by Garcia. (Garcia, 2012,p58) With such different acknolowdgement toward sex and love, gender and sexual inequalities are consequently created. Public school’s Teachers even consider sex education at the age of 16 as something unacceptable, students would only get even fewer proper information of sex and love. In the book “Arab American Femininities,” the author Nadin Nader wrote one example of a girl called Nicole. Throughout the whole conversation, Nicole places herself within “a series of binaries” that she was trapped by “Arabs” vs. “America.” (Nader,2006,108)Migrating to America, some of the Arab families want to perceive their old culture and some of them receive the openness of American’s attitude toward sex. If one embrace the American’s attitude of love and sex,which is unacceptable for traditional Arab family, she may be recognized as an “Americanized whore.” Thus, Arab girls are expected to obey their traditional norm.
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This document is a transcript from a guest lecture given by Darlene Fenrick Washington to a Sociology 203 class at Olive-Harvey College. The lecture discusses different concepts of love and acceptance within society and relationships. It references passages from an abnormal psychology textbook regarding how abnormality is defined culturally. The lecture aims to get students to think critically about what acceptance and love mean to them in various contexts by closing their eyes and imagining different scenarios. The transcript provides background on the guest speaker and professor leading the class.
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Causal link between Education, Poverty and Terrorism
- 1. Education and Poverty & Terrorism Is there any causal connection ? 1
- 2. Theoretical considerations Many people in today’s global society, including many of its most prominent leaders and academics, maintain that terrorist activity is the direct result of ignorance and/or poverty. Claude Berrebi Princeton University 2
- 3. Poverty a vicious cycle Poverty Unemployment Education 3
- 4. Questioning Beliefs If people are Less educated there chance of participation in violence/terrorism is more? Religious education leads to spreading of hate crimes and disrespect of other religions? Less economic development leads to more participation in violence/terrorism.? 4
- 5. Poverty, Education and Terrorism… Poverty and lack of education may lead individual to some small crimes. There is no empirical data which even shows that these factors lead to heinous crime like murder. Then how these two factors can be connected to terrorism? 5
- 6. What the data says… • The people participated in violence/terrorism were highly educated. • The terrorist were reasonably wealthy. • The educated and rich people provided the leadership to terrorism. • More educated/employed/rich people were supporter of terrorism vis-à-vis less educated/unemployed/poor 6
- 7. Individual Vs. collective • Individual deprivation both social and political may not lead to participation in violence/terrorist activities. • If deprivation spread to larger groups or entire nation there are more chances of participation. 7
- 8. Possible Conclusions • There may not be any causal link between education, poverty and terrorism • The religious education and terrorism may not have any linkage as there is no supportive data. • The financial aids for education must be for sake of education. 8
- 9. • What is your belief ? • What can be possible links between education -terrorism and poverty – terrorism. Presented by: Yasin Khan (and his team) M.A. Development 9 Azim Premji University, Bangalore