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Sardoc, Mitja; Coady, C. A. J.; Bufacchi, Vittorio; Moghaddam, Fathali M.; Cassam, Quassim; Silva, Derek; Miscevic, Nenad; Andrejc, Gorazd; Kodelja, Zdenko; Vezjak, Boris; Peters, Michael A.; Tesar, Marek – Educational Philosophy and Theory, 2022
This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by "Educational Philosophy and Theory" brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship…
Descriptors: Educational Philosophy, Violence, Terrorism, Antisocial Behavior
Nellis, Ashley Marie; Savage, Joanne – Crime & Delinquency, 2012
Several authors have proposed that media hype elevates perceptions of risk and fear of crime. Research suggests that fear of crime is related to the overall amount of media consumption, resonance of news reports, how much attention the individual pays to the news, and how credible he or she believes it to be. The present study examines whether the…
Descriptors: Terrorism, Mass Media Role, Crime, Fear
Bourque, Linda B.; Mileti, Dennis S.; Kano, Megumi; Wood, Michele M. – Environment and Behavior, 2012
The National Survey of Disaster Experiences and Preparedness (NSDEP) examined whether households in the United States have engaged in proactive preparedness and avoidance activities since September 11, 2001, and whether the activities reported were done because of terrorism, natural disasters, other reasons, or any combination of reasons. Reported…
Descriptors: Natural Disasters, Terrorism, Family Income, Ethnicity
Basken, Paul – Chronicle of Higher Education, 2012
For some colleges and professors, classified research promises prestige and money. Powerhouses like the Massachusetts Institute of Technology and the Johns Hopkins University have for decades run large classified laboratories. But most other universities either do not allow such research or conduct it quietly, and in small doses. The…
Descriptors: Higher Education, Research, Access to Information, Barriers
Neria, Yuval; Digrande, Laura; Adams, Ben G. – American Psychologist, 2011
The September 11, 2001 (9/11), terrorist attacks were unprecedented in their magnitude and aftermath. In the wake of the attacks, researchers reported a wide range of mental and physical health outcomes, with posttraumatic stress disorder (PTSD) the one most commonly studied. In this review, we aim to assess the evidence about PTSD among highly…
Descriptors: Proximity, Terrorism, Posttraumatic Stress Disorder, Mental Disorders
Felix, Erika; Vernberg, Eric M.; Pfefferbaum, Rose L.; Gill, Dodie C.; Schorr, John; Boudreaux, Angela; Gurwitch, Robin H.; Galea, Sandro; Pfefferbaum, Betty – Psychology in the Schools, 2010
Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.-area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure,…
Descriptors: Student Problems, Terrorism, Posttraumatic Stress Disorder, Behavior Modification
Bryant, James A., Jr. – Phi Delta Kappan, 2005
Social studies and history have taken a back seat to other subjects in recent years, but the author argues that there is far too much at stake to allow these important fields to become irrelevant. To drive home the point, in this article, he shares a story about the 9/11 Commission, that made headlines in 2004.
Descriptors: History, History Instruction, Social Studies, Terrorism
Colston, Ladd G. – Black Issues in Higher Education, 2005
Natural and man-made disasters represent an ominous threat to the research, instructional and public service missions of colleges and universities. From the bombings in Oklahoma City to the terrorist attacks of Sept. 11 to last year's Hurricane Frances, the potential damage to campus buildings, human life and irreplaceable archival resources is a…
Descriptors: Workshops, School Safety, Terrorism, National Security
Thomas B. Fordham Foundation, Washington, DC. – 2003
People will debate for many years to come the causes and implications of the September 11, 2001, attacks on New York City and the Pentagon (District of Columbia). In such challenging times, educators rightly wonder about their proper role. What should they teach young U.S. students? What are the implications for the K-12 curriculum and for the…
Descriptors: Democracy, Elementary Secondary Education, Information Sources, Student Needs
West, Mark; Carey, Chris – Quarterly Journal of Speech, 2006
The Bush administration's public discourse after September 11 weaves a new story embedded in the national myth of the Old West. Seen in its historical context of a frontier political mentality reaching back to the early 19th century, and in its broader communication context as the rhetorical narration of a defining cultural myth, the tactical…
Descriptors: Narration, Audiences, Fantasy, United States History
Raugh, Harold E., Jr. – Applied Language Learning, 2006
The horrific events of 11 September 2001, when four hijacked jetliners crashed into and collapsed the twin-towered World Trade Center in New York, slammed into the Pentagon, and nose-dived into a field in rural Pennsylvania (ostensibly on a mission to destroy the U.S. Capitol or the White House), have been indelibly etched into the nation's…
Descriptors: Terrorism, National Security, Second Language Programs, Federal Programs
Zellmer, Linda – Computers in Libraries, 2004
A recent article in Security-Focus described the fact that several U.S. government buildings in Washington DC could no longer be clearly seen by people using MapQuest's aerial photo database. In addition, the photos of these buildings were altered at the Web sites wherein they are posted at the request of the U.S. Secret Service. This is an…
Descriptors: Research and Development, Public Agencies, Federal Legislation, Spatial Ability