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Record Nr. |
UNINA9910465890903321 |
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Autore |
Moghadam Assaf <1974-> |
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Titolo |
Nexus of global Jihad : understanding cooperation among terrorist actors / / Assaf Moghadam |
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Pubbl/distr/stampa |
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New York, [New York] : , : Columbia University Press, , 2017 |
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©2017 |
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Descrizione fisica |
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1 online resource (380 pages) |
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Collana |
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Columbia Studies in Terrorism and Irregular Warfare |
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Classificazione |
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Disciplina |
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Soggetti |
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Terrorism |
Terrorism - Religious aspects - Islam |
Cooperation - Poliitcal aspects |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Contents -- Acknowledgments -- List of Abbreviations -- Introduction -- Part One. Understanding Contemporary Terrorist Cooperation -- 1. The Puzzle of Terrorist Cooperation -- 2. Actor Spectrum: Organizations, Networks, And Entrepreneurs -- 3. Shifting Environment: Ideology, Social Media, And Armed Conflicts -- 4. Contemporary Terrorist Cooperation: A Holistic Typology -- Part Two. Terrorist Cooperation in The Global Jihad -- 5. Pre-9/11 Cooperation in The Global Jihad -- 6. Post-9/11 Cooperation in The Global Jihad -- 7. High-End Cooperation: Al Qaeda and Al Qaeda in the Arabian Peninsula (AQAP) -- 8. Low-End Cooperation: Al Qaeda, Iran, and Hizballah -- 9. Networked Cooperation: From Bojinka to the Sharia4 Movement -- Conclusion -- Notes -- Bibliography -- Index |
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Sommario/riassunto |
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Leading jihadist groups such as al-Qaeda and the Islamic State dominate through cooperation in the form of knowledge sharing, resource sharing, joint training exercises, and operational collaboration. They build alliances and lesser partnerships with other formal and informal terrorist actors to recruit foreign fighters and spread their message worldwide, raising the aggregate threat level for their declared enemies. Whether they consist of friends or foes, |
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whether they are connected locally or online, these networks create a wellspring of support for jihadist organizations that may fluctuate in strength or change in character but never runs dry. Nexus of Global Jihad identifies types of terrorist actors, the nature of their partnerships, and the environments in which they prosper to explain global jihadist terrorism's ongoing success and resilience.Nexus of Global Jihad brings to light an emerging style of "networked cooperation" that works alongside interorganizational terrorist cooperation to establish bonds of varying depth and endurance. Case studies use recently declassified materials to illuminate al-Qaeda's dealings from Iran to the Arabian Peninsula and the informal actors that power the Sharia4 movement. The book proposes policies that increase intelligence gathering on informal terrorist actors, constrain enabling environments, and disrupt terrorist networks according to different types of cooperation. It is a vital text for strategists and scholars struggling to understand a growing spectrum of terrorist groups working together more effectively than ever before. |
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2. |
Record Nr. |
UNINA9910522565903321 |
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Titolo |
Developing Advanced English Language Competence : A Research-Informed Approach at Tertiary Level / / edited by Armin Berger, Helen Heaney, Pia Resnik, Angelika Rieder-Bünemann, Galina Savukova |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2021 |
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ISBN |
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Edizione |
[1st ed. 2021.] |
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Descrizione fisica |
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1 online resource (368 pages) |
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Collana |
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English Language Education, , 2213-6975 ; ; 22 |
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Disciplina |
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Soggetti |
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Language and languages - Study and teaching |
Education |
Education - Curricula |
Education, Higher |
Language Education |
Curriculum Studies |
Higher Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Foreword; Vivian Cook -- Introduction; Armin Berger -- Part I The English Language Competence Programme at the University of Vienna -- Language Analysis / Grammar in Use; Helen Heaney & Gunther Kaltenböck -- Integrated Language and Study Skills; Galina Savukova & Thomas Martinek -- Language in Use; Gillian Schwarz-Peaker -- English in a Professional Context; Amy Bruno-Lindner -- English for Academic Purposes; Angelika Rieder-Bünemann -- Mediation and Genre Analysis for English Teachers; Gabrielle Smith -- Practical Phonetics and Oral Communication Skills; Karin Richter -- The Language Lab; Maria Milchram, Magdalena Schwarz & Olivia Wankmüller -- Advanced Speaking Skills for English Teachers; Karin Richter -- The Vienna English Language Test; Susanne Sweeney-Novak -- The Common Final Test; Thomas Martinek -- Part II Teaching English to Advanced Learners -- Written Reception and Production -- Writing an Argumentative Essay Like Sherlock Holmes: Teaching Essay Structure with the Detective Analogy; Horst Prillinger -- Teaching Deep Competence in Academic Writing; Gabrielle Smith -- Discerning Implicit Meaning and Signalling Writer Stance; Galina Savukova -- Teaching Punctuation in Consecutive Courses; Galina Savukova -- Yes/No/Not Given? An Integrative Approach to Teaching Academic Reading and Writing Skills; Thomas Martinek -- Spoken Production and Interaction -- Dealing with Stage Fright; Karin Richter -- Improving Advanced Interaction Skills; Amy Bruno-Lindner, Karin Richter, Galina Savukova -- New Ideas for Teaching Speaking: Speech Days; Brigitte Roth & Elisabeth Weitz-Polydoros -- Raising Awareness of the Role of Intonation; Meta Gartner-Schwarz -- Text Analysis and Mediation -- Reading Below the Surface: Guiding Students to Getting More out of Texts; Lisa Nazarenko -- Improving Students' Writing Skills in English in a Professional Context; Amy Bruno-Lindner -- Text Transformation: The Art of Parody; Elisabeth Müller-Lipold -- Part III Teacher Research on Learning, Teaching and Assessment -- Students’ Conceptions of Academic Writing in a Second Language: Perspectives of Advanced Students of English; Angelika Rieder-Bünemann & Pia Resnik -- Analysing Discourse Coherence in Students’ L2 Writing: Rhetorical Structure and the Use of Connectives; Barbara Schiftner -- The Role of Identity in the Adult EFL Pronunciation Classroom; Karin Richter -- Attitudes Towards Vocabulary Learning When Using a Vocabulary Log; Helen Heaney & Sandra Pelzmann -- Weaving Academic Texts: An Observation of Students’ Quest for the Magic of Words in the Language Competence Program; Katharina Ghamarian -- The Challenges of Improving Vocabulary Depth and Breadth at an Advanced Level: A Survey of the Literature; Helen Heaney & Gillian Schwarz-Peaker -- Developing Benchmarks for Rater Training as well as Teaching and Learning Purposes; Armin Berger -- Assessing Oral Presentations and Interactions: From a ‘Systematic’ to a ‘Salient Features’ Approach; Armin Berger -- Conclusion; Armin Berger. . |
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Sommario/riassunto |
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This volume presents a systematic approach to developing advanced English language competence at tertiary level. It includes the reflections of experienced language teachers and teacher-researchers in the English Language Competence programme at the University of Vienna and provides examples of good practice, amalgamating teaching expertise and research with aspects of curriculum design and programme management. The book addresses a growing academic and professional interest in understanding advanced language learning and |
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use. To date, research has tended to investigate advanced proficiency from a specific theoretical viewpoint, for example cognition, psycholinguistic processing strategies, or the assumption of a critical period or the age factor. In contrast, this work examines advanced proficiency from a curricular and instructional perspective by providing a profile of advanced-level language development in a specific institutional context. It brings together three areas of language education: curriculum design, pedagogical practice, and research. Within this triangle, advanced English language education is the focus or, conversely, advanced English language education provides the lens through which links between curriculum design, teaching, and research can be established. |
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