US foreign policy-making from the end of the Cold War to after 2001 is crucial to understanding the years of strong US engagement with Pakistan that would follow 9/11. This book explains Pakistan’s st
Is Islam fundamentally violent? For influential New Atheists such as Sam Harris, Ayaan Hirsi Ali, and Richard Dawkins, the answer is an emphatic yes, largely because of the Islamic doctrine of jihad. According to this view, when al-Qaeda plotted 9/11 or ISIS planned any one of its recent terrorist attacks, they were acting in accord with Islamic scripture. Jihad, Radicalism, and the New Atheism scrutinizes this claim by comparing the conflicting interpretations of jihad offered by mainstream Muslim scholars, violent Muslim radicals, and New Atheists. Mohammad Hassan Khalil considers contemporary Muslim terrorism to be a grave problem that we must now confront. He shows, however, that the explanations offered for this phenomenon by the New Atheists are highly problematic, and that their own interpretations of the role of violence in Islam exceed those of even radicals such as Osama bin Laden. In showing all of this, Khalil offers critical insights on a most pressing issue.
Is Islam fundamentally violent? For influential New Atheists such as Sam Harris, Ayaan Hirsi Ali, and Richard Dawkins, the answer is an emphatic yes, largely because of the Islamic doctrine of jihad. According to this view, when al-Qaeda plotted 9/11 or ISIS planned any one of its recent terrorist attacks, they were acting in accord with Islamic scripture. Jihad, Radicalism, and the New Atheism scrutinizes this claim by comparing the conflicting interpretations of jihad offered by mainstream Muslim scholars, violent Muslim radicals, and New Atheists. Mohammad Hassan Khalil considers contemporary Muslim terrorism to be a grave problem that we must now confront. He shows, however, that the explanations offered for this phenomenon by the New Atheists are highly problematic, and that their own interpretations of the role of violence in Islam exceed those of even radicals such as Osama bin Laden. In showing all of this, Khalil offers critical insights on a most pressing issue.
This book examines a series of questions associated with the increasing application and implications of biometrics in contemporary everyday life. In the wake of the events of 9/11, the reliance on inc
The spread of violent extremism, 9/11, the rise of ISIL and movement of 'foreign terrorist fighters' are dramatically expanding the powers of the UN Security Council to govern risky cross-border flows and threats by non-state actors. New security measures and data infrastructures are being built that threaten to erode human rights and transform the world order in far-reaching ways. The Law of the List is an interdisciplinary study of global security law in motion. It follows the ISIL and Al-Qaida sanctions list, created by the UN Security Council to counter global terrorism, to different sites around the world mapping its effects as an assemblage. Drawing on interviews with Council officials, diplomats, security experts, judges, secret diplomatic cables and the author's experiences as a lawyer representing listed people, The Law of the List shows how governing through the list is reconfiguring global security, international law and the powers of international organisations.
This book seeks to explain the global financial crisis and its wider economic, political, and social repercussions, arguing that the 2007-9 meltdown was in fact a systemic crisis of the capitalist sys
This edited volume questions the widespread resort to illiberal security practices by contemporary liberal regimes since 9/11, and argues that counter-terrorism is embedded into the very logic of the
張伯林（Thomas C. Chamberlin，1843―1928），美國著名的地質學家。1843年9月25日生於伊利諾斯州馬通。1866年畢業于貝洛伊特學院，1873年任貝洛伊特學院地質學教授，1887年任維斯康星大學校長。1909年，張柏林來華遊歷，踏訪上海、南京、北京、東北、河北、湖北、四川、廣西等大半個中國，拍攝各地地質風景照片上千幅。1928年11月15日卒於伊利諾斯州芝加哥。
"Focused on teaching and learning argumentative writing in grades 9-12, this book offers a new perspective, a set of principled practices, and case studies of excellent teaching to guide educators in
Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principl
Most studies on violence in the Hebrew Bible focus on the question of how modern readers should approach the problem. But they fail to ask how the Hebrew Bible thinks about that problem in the first place. In this work, Matthew J. Lynch examines four key ways that writers of the Hebrew Bible conceptualize and critique acts of violence: violence as an ecological problem; violence as a moral problem; violence as a judicial problem; violence as a purity problem. These four 'grammars of violence' help us interpret crucial biblical texts where violence plays a lead role, like Genesis 4-9. Lynch's volume also offers readers ways to examine cultural continuity and the distinctiveness of biblical conceptions of violence.
Volume 9, Part 2 of The Cambridge History of China is the second of two volumes which together explore the political, social and economic developments of the Ch'ing Empire during the seventeenth and eighteenth centuries prior to the arrival of Western military power. Across fifteen chapters, a team of leading historians explore how the eighteenth century's greatest contiguous empire in terms of geographical size, population, wealth, cultural production, political order and military domination peaked and then began to unravel. The book sheds new light on the changing systems deployed under the Ch'ing dynasty to govern its large, multi-ethnic Empire and surveys the dynasty's complex relations with neighbouring states and Europe. In this compelling and authoritative account of a significant era of early modern Chinese history, the volume illustrates the ever-changing nature of the Ch'ing Empire, and provides context for the unforeseeable challenges that the nineteenth century would bring.
National Numeracy Strategy (NNS) for Key Stage 3 will be introduced into Secondary Schools in September 2001. The NNS document: Framework for Teaching Mathematics in Years 7 to 9, is based on the Nat
The spread of violent extremism, 9/11, the rise of ISIL and movement of 'foreign terrorist fighters' are dramatically expanding the powers of the UN Security Council to govern risky cross-border flows and threats by non-state actors. New security measures and data infrastructures are being built that threaten to erode human rights and transform the world order in far-reaching ways. The Law of the List is an interdisciplinary study of global security law in motion. It follows the ISIL and Al-Qaida sanctions list, created by the UN Security Council to counter global terrorism, to different sites around the world mapping its effects as an assemblage. Drawing on interviews with Council officials, diplomats, security experts, judges, secret diplomatic cables and the author's experiences as a lawyer representing listed people, The Law of the List shows how governing through the list is reconfiguring global security, international law and the powers of international organisations.
Islamophobia and the Law is a foundational volume of critical scholarship on the emerging form of bigotry widely known as Islamophobia. This book brings together leading legal scholars to explore the emergence and rise of Islamophobia after the 9/11 terror attacks, particularly how the law brings about state-sponsored Islamophobia and acts as a dynamic catalyst of private Islamophobia and vigilante violence against Muslims. The first book of its kind, it is a critical read for scholars and practitioners, advocates and students interested in deepening their knowledge of the subject matter. This collection addresses Islamophobia in race, immigration and citizenship, criminal law and national security, in the use of courts to advance anti-Muslim projects and in law and society.
Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7–13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms. The book explores teachers' practices and the reasoning behind their pedagogic choices through the voices of both the teachers themselves and their students. At the same time, it highlights the needs of the adolescent language learner and makes the case that adolescence is a prime time for language learning. Written in an accessible, engaging way, yet comprehensive in its scope, this will be essential reading for language teachers wishing to integrate cutting-edge research into their teaching. This title is also available as Open Access on Cambridge Core at 10.1017/9
