This document is the table of contents for volume 9, number 4 of the Journal of Strategic Security. It lists the titles and authors of 7 articles and 3 book reviews contained in the winter 2016 special issue on understanding and resolving complex strategic security issues. The editor-in-chief and guest editor are identified. The table of contents provides a high-level overview of the topics and contents covered in this issue of the journal.
Presentation for a workshop for ENG 2100 (a freshman composition course) at Baruch College. The professor wanted me to focus less on finding sources and more on evaluating and using them.
Presentation for a workshop for ENG 2100 (a freshman composition course) at Baruch College. The professor wanted me to focus less on finding sources and more on evaluating and using them.
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GUN CONTROL IN CAMPUS 4
Running Head: CAMPUS GUN CONTROL 1
Campus Gun Control
Tiffany Marie Stone
CAMPUS GUN CONTROL 2
Campus Gun Control
The rise of shooting-related cases at schools has been on high alert. This has prompted measured by different stakeholders to beef-up security in their respective enviros in a bid to curb any of such tragedies. The world currently feels unsafe owing to the increasing security attacks in almost every country in the globe. Different Educational centers therefore need to ensure the safety of their learners at every time. Young people between the ages of 18 and 24 in campuses and colleges have a higher affinity to engage in gun related fights (Ponder, 2016). Campus brings together people of diverse backgrounds who will have varied opinions and views, this retaliates the need to promote harmony, embrace and tolerance. This can be achieved by instilling the right knowledge and training among learners. For instance, students may be required to respond to emergency situations such as fire out-break in campus, basic life skills are crucial to ensure a proper response (Shepperd, ET al, 2017). However, this does not mean students should be allowed to carry guns on campus but rather be equipped with self-defense skills to defend themselves in cases of gun-attacks. this raises the question if students should be allowed to carry guns to campus or not? this paper seeks to discuss if students should be allowed to carry guns to campus to ensure their safety or not. People have different points of view regarding this issue. Some support the carrying of guns by students on campus while others have a different stance that guns should be prohibited in campus.
CAMPUS GUN CONTROL 3
One of the main arguments against carrying of guns on campus is that it would create an unsafe environment for students as well teachers who would constantly worry about their safety. The campus is only meant for studies and development, any issue that interferes with this would
comprise on the students' education. Carrying a gun in a purse among the student or teacher will only distract their attention or cause an unsafe environment for others. "Guns on Campuses Make Colleges Less Safe." According to Javier Auyero a writer with the New York Times, argues that where there are more guns its more unsafe. If allowed to carry guns the number of Professors and students carrying guns on campus would double or even quadruple. "When there are more guns around, there is more risk." (n.p). this would create an unsafe environment for students (Shepperd, ET al, 2017).
Carrying guns to campus may make other learners feel uncomfortable and unsafe. Imagine having a heated conversation with a high.
Theses are rarely published and even most PhD Theses never make it into the commercial market. This special bibliography on "Academic These on Terrorism and Related Forms of Violence", containing nearly 800 titles, is therefore particularly welcome and fills a void.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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GUN CONTROL IN CAMPUS 4
Running Head: CAMPUS GUN CONTROL 1
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Campus Gun Control
The rise of shooting-related cases at schools has been on high alert. This has prompted measured by different stakeholders to beef-up security in their respective enviros in a bid to curb any of such tragedies. The world currently feels unsafe owing to the increasing security attacks in almost every country in the globe. Different Educational centers therefore need to ensure the safety of their learners at every time. Young people between the ages of 18 and 24 in campuses and colleges have a higher affinity to engage in gun related fights (Ponder, 2016). Campus brings together people of diverse backgrounds who will have varied opinions and views, this retaliates the need to promote harmony, embrace and tolerance. This can be achieved by instilling the right knowledge and training among learners. For instance, students may be required to respond to emergency situations such as fire out-break in campus, basic life skills are crucial to ensure a proper response (Shepperd, ET al, 2017). However, this does not mean students should be allowed to carry guns on campus but rather be equipped with self-defense skills to defend themselves in cases of gun-attacks. this raises the question if students should be allowed to carry guns to campus or not? this paper seeks to discuss if students should be allowed to carry guns to campus to ensure their safety or not. People have different points of view regarding this issue. Some support the carrying of guns by students on campus while others have a different stance that guns should be prohibited in campus.
CAMPUS GUN CONTROL 3
One of the main arguments against carrying of guns on campus is that it would create an unsafe environment for students as well teachers who would constantly worry about their safety. The campus is only meant for studies and development, any issue that interferes with this would
comprise on the students' education. Carrying a gun in a purse among the student or teacher will only distract their attention or cause an unsafe environment for others. "Guns on Campuses Make Colleges Less Safe." According to Javier Auyero a writer with the New York Times, argues that where there are more guns its more unsafe. If allowed to carry guns the number of Professors and students carrying guns on campus would double or even quadruple. "When there are more guns around, there is more risk." (n.p). this would create an unsafe environment for students (Shepperd, ET al, 2017).
Carrying guns to campus may make other learners feel uncomfortable and unsafe. Imagine having a heated conversation with a high.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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JSS Winter Issue, Vol. 9, No. 4, Table of Contents
1. Journal of Strategic Security
Volume 9
Number 4 Volume 9, No. 4, Special Issue Winter
2016: Understanding and Resolving Complex
Strategic Security Issues
Article 1
Table of Contents
Follow this and additional works at: http://scholarcommons.usf.edu/jss
pp.
This Cover & Front Matter is brought to you for free and open access by the USF Libraries at Scholar Commons. It has been accepted for
inclusion in Journal of Strategic Security by an authorized editor of Scholar Commons. For more information, please contact
scholarcommons@usf.edu.
Recommended Citation
"Table of Contents." Journal of Strategic Security 9, no. 4 (2016).
Available at: http://scholarcommons.usf.edu/jss/vol9/iss4/1
2. Journal of Strategic
Security
Volume 9, No. 4, Special Issue Winter 2016:
Understanding and Resolving Complex Strategic Security Issues
Editor-in-Chief
Jeremy Tamsett, Henley-Putnam University
Guest Editor
Sara Savage, Cambridge University
Senior Editor
Randy Borum, University of South Florida
Editorial Associate
Katie Cook, Henley-Putnam University
Production Editor
Chelsea Johnston, University of South Florida
Copyeditor
Beth Eisenfeld, Henley-Putnam University
Book Review Editor
Edward J. Hagerty, Henley-Putnam University
Communications Strategist
Roy Regalado, Henley-Putnam University
Published Quarterly by
Henley-Putnam University Press
www.henley-putnam.edu
et al.: Table of Contents
Produced by The Berkeley Electronic Press, 2016
4. Editorial Advisory Board
Gary Ackerman, START Center, University of Maryland
Matt Armstrong, MountainRunner Institute
Edwin Bakker, Security and Conflict Programme,
Clingendael Institute
David L. Carter, Michigan State University
Drew Conway, New York University
Sharyl Cross, College of International and Security Studies,
George C. Marshall European Center for Security Studies
Andrea Dew, Center for Irregular Warfare & Armed
Groups, U.S. Naval War College
Christine Fair, Georgetown University
Robert Fein, The Metis Group
James Forest, Visiting Associate Professor at University of
Massachusetts Lowell
Mark Galeotti, Center for Global Affairs, New York
University
Sumit Ganguly, Indiana University, Bloomington
Donald Goldstein, Duke University
Colin Gray, University of Reading, England
Sheldon Greaves, Henley-Putnam University
Denise Greaves, Henley-Putnam University
Rita Grossman-Vermaas, FourWinds, Ltd.
Audrey Guinchard, University of Essex
John Horgan, International Center for the Study of
Terrorism, Pennsylvania State University
Richard J. Hughbank, Northwestern State University
Swen Johnson, SCIA, LLC
Robert Jervis, Columbia University
Richard J. Kilroy Jr., Coastal Carolina University
Steven Kleinman, Consultant
Margaret E. Kosal, Sam Nunn School of International
Affairs, Georgia Tech
Claire Metelits, School of International Service, American
University
Steve Metz, Strategic Studies Institute, U.S. Army War
College
Michael Miklaucic, National Defense University / U.S.
Agency for International Development
Charles A. Morgan, Yale University School of Medicine
John Nagl, Center for a New American Security
David C. Rapoport, University of California at Los
Angeles
Sara Savage, University of Cambridge
Mario Scalora, University of Nebraska, Lincoln
Louise Shelly, Terrorism, Transnational Crime &
Corruption Center, George Mason University
Greg Smith, Command Senior Enlisted Leader, Special
Operations Command Europe
John Sullivan, Los Angeles Sheriffâs Department
Jessica Turnley, Joint Special Operations University &
Galisteo Consulting Group
Ed Urie, Henley-Putnam University
Anthony Vinci, Frontier Data Corp
et al.: Table of Contents
Produced by The Berkeley Electronic Press, 2016
5. Correspondence concerning essays submitted for consideration should be directed to: Editor@Henley-Putnam.edu.
Guidelines for manuscript submissions can be found on the Henley-Putnam University website at www.Henley-Putnam.edu.
Materials that have been previously published or are under consideration for publication elsewhere will not be accepted.
Questions or correspondence concerning book reviews may be directed to Editor@Henley-Putnam.edu. Unsolicited book
reviews will not be accepted.
The Journal of Strategic Security is published quarterly by Henley-Putnam University Press.
Journal of Strategic Security, Vol. 9 No. 4
http://scholarcommons.usf.edu/jss/vol9/iss4/1
6. Table of Contents
Defeating ISIS on the Battle Ground as well as in the Online Battle Space:
Considerations of the âNew Normalâ and Available Online Weapons in the
Struggle Ahead.............................................................................................................1
Complexity Under Stress: Integrative Approaches to Overdetermined
Vulnerabilities.............................................................................................................11
Wicked Problems: How Complexity Science Helps Direct Education Responses to
Preventing Violent Extremism....................................................................................32
I SEE! Scotland: Tackling Sectarianism and Promoting Community Psychosocial
Health..........................................................................................................................53
Increasing Cognitive Complexity and Collaboration Across Communities: Being
Muslim Being Scottish ................................................................................................79
An IC Intervention for Post-Conflict Northern Ireland Secondary Schools..............111
Latent Memories of Terror: Media Perceptions of the Woolwich Attack .................125
Book Reviews ..............................................................................................................133
Operation Whisper: The Capture of Soviet Spies Morris and Lona Cohen..........133
Defeating Jihad: The Winnable War......................................................................136
Tradecraft Primer: A Framework for Aspiring Interrogators.............................139
et al.: Table of Contents
Produced by The Berkeley Electronic Press, 2016