Fifteen suggestions for adults talking with children about the terrorist attacks include taking the time to listen, separating fact from fiction, stressing the senselessness of violence, recognizing the impact of their own reactions on children, and addressing religious and moral concerns. (DB)

Discusses how Sami Al-Arian, of the University of South Florida, may become the first tenured professor to lose his job for his views in the aftermath of September 11. Many faculty members say academic freedom will take a beating. (EV)

Presents suggestions for helping children cope with the events of September 11, 2001, including: do more listening than talking; offer opportunities for expressing their feelings through stories, artwork, and play; be calm and optimistic about everyone's safety; and respect some children's self-protective position of being unaware of or…

Despite the media attention focused on the Islamic community after the terrorist attacks on the World Trade Center on September 11, 2001, Muslims remain one of the most misunderstood populations in the United States. Few articles have appeared in the social work literature orienting practitioners to the Islamic community, and much of the…

Data from the National Violence Against Women Survey show that the two major forms of husband violence toward their wives (intimate terrorism and situational couple violence) have different effects on their victims. Victims of intimate terrorism are attacked more frequently and experience violence that is less likely to stop. They are more likely…

This article claims that J. K. Rowling's "Harry Potter" series, with its use of magic, frightening storylines, and character ambiguity is beneficial to children who are dealing with issues related to terror and terrorism. The author explains that the scenarios presented in Rowling's series teach children strategies for coping with both physical…

The authors examined the evolution of cognitive and emotional responses to terror risks for a nationally representative sample of Americans between late 2001 and late 2002. Respondents' risk judgments changed in ways consistent with their reported personal experiences. However, they did not recognize these changes, producing hindsight bias in…

School shootings and terrorist attacks have brought the topic of security to the forefront of the national education agenda. Administrators are asking the question of what they can do to make education institutions safer and if they have done all that they can. For most institutions, providing a safe environment in which students can learn…

State religious schooling in Israel constitutes a fascinating setting for examining forces of conformity and resistance. This study, which examines the identity formation of adolescent girls and their teachers in this complex cultural-educational setting during the Al-Aksa Intifada (1999-2002), highlights the complexities of agency within a…

Being prepared with accurate, credible, and timely information during a disaster can help individuals make informed decisions about taking appropriate actions. Unfortunately, many people have difficulty understanding health and risk-related resources. This exploratory, mixed methods study assessed disaster information seeking behaviors and…

Examines the increase in low intensity conflict (LIC) such as terrorism and subversion, since World War II and discusses the United States ability to deal with it. States that LICs continue to increase, making U.S. involvement inevitable. Describes necessary preparations and actions for meeting this challenge. (GEA)

Using the 1980 Iranian hostage crisis as an example, this article provides practical guidelines on how to handle terrorism in the upper elementary classroom. Includes a flow chart showing fourth graders' analysis of the hostage crisis. Concludes that such teaching promotes the conceptual and thinking skills needed in the social studies curriculum.…

This article presents historical background, original source material, and teacher directions for examining the United States' first experiences with terrorism--the tributes for peaceful passage, ransom for hostages, and eventual armed conflict with the pirates of the "Barbary Coast" of north Africa between 1783 and 1812. (JDH)

Recommends the use of conceptual mapping, case studies, and springboards to discussion and inquiry as viable approaches to the study of terrorism in secondary classrooms. Provides numerous examples of conceptual maps. (JDH)

Argues that terrorists are so restrained by situation and purpose that their acts form a distinct rhetorical genre. Suggests that their failure to persuade or conquer makes this impotent for longterm objectives. (MS)