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TERRORIST TRAINING - Research Paper Example Over the years, numerous worldwide campaigns have been launched with the aim of fighting terrorism. Terrorist training has been continuously propagated by extremists such as Osama bin Laden and Ayman al-Zawahiri. They are said to be the leadership and minds behind Taliban and Al Qaeda. These terror groups expanded their terror activities by establishing terror training camps in Afghanistan and other regions of the world. Terror training can be blamed for the deadly terror attacks that have been carried out in Europe, USA and other regions of the world. One of the most common of these terror attacks include the 9/11 attacks in the USA. The main aim of this paper is to help readers to understand the way in which terrorist training and recruitment has shifted, changed and evolved over the past decade. Terrorist Training Although there are many issues that define the way in which the world seeks to counteract or avert terrorism, one of the primal means by which governments can seek to disrupt terrorism is by seeking to interfere or stymie the means by which terrorist groups train and/or recruit new members. Ultimately, nations such as the United States have made it a primary goal of its intelligence and/or military to seek to disrupt or destroy terrorist training facilities and capabilities at each and every juncture. In such a way, many analysts have noted that this process in and of itself is more effective in helping to stem the tide of terrorism than targeted assassinations of high ranking terrorists. Nonetheless, when performed in tandem with other actions, seeking to disrupt and destroy terrorist training capabilities comes to be seen as an effective tool in the arsenal of counter terrorism agencies and governments the world over. As a result of the relatively high level of success that the United States and other nations have experienced with regards to depriving these entities of their training capabilities, groups such as Al Qaeda and others have been forced to integrate with new dynamics. As such, these new dynamics in terrorist training will be the primal thrust and unit of analysis within this brief research paper. In seeking to understand the way in which terrorist training and recruitment has shifted over the past decade, the reader can come to a more appreciable level of understanding with regards to how these entities continue to be represented within the world. Looking back but a few short years, the reader can note that a far different system existed as compared to what is evidenced now. Taking Al Qaeda as the case in question, it can be noted that there existed defined and extant philosophy of integration with regards to the way in which training facilities existed in and around the globe. What is meant by this is that Al Qaeda operated a litany of different physical training facilities in far flung reaches of the globe to include Somalia, Afghanistan, Sudan, the Philippines and others. Up until the attacks of September 11th, 2001, these training bases served as the backbone by which newly recruited warriors would learn the basics of how to engage in Al Qaedaâ€™s definition of jihad. It should be understood at this particular juncture that although Al Qaeda represents one of the most salient threats and perhaps one of the best known terrorist entities within the world today, it should not be understood that this group alone
Earth has a population of more than six billion people. As this number continues to grow, the populated land masses fill up, and it seems that eventually they will all be overcrowded. Certain areas are already showing this overpopulation, such as large American cities including Los Angeles and New York City. Some countries do not suffer from overcrowding due to high population, but to a high ratio of population to resources. As the natural resources of an area are depleted, the quality of life of the people who live there decreases. If the human race is to prosper as a whole, there must be enough resources to support the global population. In order to support our increasing population, we must learn to harness new resources.
Some scientists are considering the possibilty of learning to inhabit other planets. This plan includes a process called terraforming, which is defined as "transforming a planet into something resembling the earth, especially as regards to human habitation." This is widely thought of as "Science Fiction" - but 50 years ago so was just about everything that is commonplace today.
What alternatives do we have? Are there any planets out there that are like enough to earth that they could be so transformed?
The body most commonly thought of in association with terraforming is Mars. There are several reasons Mars is looked upon favorably. The gravity on Mars is about 0.38 g, compared to 1 g on Earth. It is believed that humans could live in such a gravity without any side effects like bone shrinkage. The day on Mars is about 24.5 hours, compared to 24 hours on Earth. This means that there wouldn't be any agricultural problems relating to day length. There are large quantities of rust (FE203) which woul...
...sing the temperature by 10 K to start this whole process wouldn't be enough to create a comfortable climate. The savage dust storms on Mars will still exist, as well as some carbon dioxide. It seems there are many different ideas for what sort of material would be required to construct a usable biodome. Over the years people have speculated over the use of glass, metal, plastic, etc.
It is speculated that once the process of terraforming is begun, it will take decades to complete. With the technology we have available to us today, the scientific community is divided as to whether it will ever be possible.
On To Mars! http://www.geocities.com/marsterraforming
The Nine Planets http://www.nineplanets.org
Red Colony http://www.redcolony.com
The Terraforming Information pages http://www.users.globalnet.co.uk/~mfogg
Proposal for Academic Achievement and Parental Involvement - Essay Example
They must communicate with their children to develop an understanding with then so that they share with them all problems that they might be facing in their education. Working parents also need to stay regularly in touch with their childrenâ€™s teachers so as to get informed about their progress. They should be a great help for their children, both morally and physically. Epstein (2001) asserts that working parents or those who live far away or fathers are â€œless involvedâ€ in childâ€™s educations â€œunless the school organizes opportunitiesâ€¦in various times and in various placesâ€ (p. 407). This proves that as compared to house wives, working mothers and, especially, fathers are often non considerate toward their childrenâ€™s educational achievement because they do not have enough time to spend with them. Thus, there is a great need to address the issue of working parents and their involvement in their childrenâ€™s academic lives, so that the latter are able to show better achievements in their education. Alternatives Epstein (2001) suggests that â€œcaring communities can be built intentionallyâ€ that allows working parents to participate actively in their childrenâ€™s educational activities (p. 408). ...
Another important alternative is that teachers should make it compulsory for children to have their homework reviewed and signed by their parents daily or every two days so that the parents are kept involved. School events must be scheduled â€œat different times of the dayâ€ (Brown, 2000) to make it convenient for the working parents to attend these events. Working parents can make their homes a good learning environment by conversing with their children over dinner; taking them out on educational trips on weekends; and, providing them educational activities on computers. Epstein (2001) provided types of parental involvement all of which should be practiced by all parents including working parents. He says that parents should be made to attend special training classes so that they learn how to establish a learning environment at home. Parent-teacher communication through notices, conferences, language translators (in case of language gaps), phone calls, newsletters, and memos, is very useful. Volunteer programs for parents should be arranged so that parents are encouraged to provide their help and support to the teachers. Teachers can also visit working parents at their homes to make them aware of their childrenâ€™s progress. Proposed Solution Since too much lies in the hands of school authorities to make efforts to achieve collaborative partnership with the parents, the most feasible and workable plan to involve working parents in their childrenâ€™s academic life is to arrange parent-teacher meetings at weekends or in the evenings of weekdays. The process should involve notifying the parents a week before the meeting is to be held, and discussing with them over the phone or through written form of
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