Financing Terrorism Essay Example | Topics and Well Written Essays - 3750 words

Financing Terrorism - Essay Example Terrorism comprises an insensate assault on humankind's most elemental ideals and principles -- the prerogative to a life lived in amity, independence and self-respect. The terrorists' premeditated and arbitrary carnage of innocent civilians is a disparaging refutation of the deference for the inviolability of human life. Ideally, everyone has the right to life, emancipation and security of person, as the Universal Declaration of Human Rights explicitly declares. Hence, feats of terrorism are on no account valid and reasonable by considerations of a religious, political, philosophical, or other reason of like nature. Principal objective of this treatise is to address the dilemma on terrorist financing, likewise probe and assess the issues related to the economics of terrorism. And based on the investigation, it attempts to advocate ways that will lead to the curtailment of these nefarious activities and possibly for their total eradication. The subject matter proved to be an appealing issue since this writer strongly believes that by adhering to the "follow the money" philosophy, terrorist finances can be spotted, identified, located and eventually its flow can be interrupted thereby disrupting terrorist activities and ultimately preventing further success of terrorist acts and all other forms of global terrorism. Preceding researchers and writers have explicitly tackled the problem of terrorism. However, many of them have focused only on the events themselves and the ramifications on the commission of such crimes, or who are the perpetrators and the possible retaliation of the aggrieved parties and its effects on the global economy. Ignored and overlooked are some highly significant issues and one of them is the financing of such activities which is dealt with in this work. This paper then begins with brief references to the manifold definitions of the term and proceeds to address issues like: 1) Where and how terrorist organizations secure their funds; 2) How these radicals/fanatics transfer money; 3) What steps have been taken by governments to stop terrorist financing; 4) The difficulties in tracking down terrorist financiers; and the important question of 5) how regimes and governmental agencies combat terrorist financing. Literature Review Definition Crisis Providing for an explicit definition of the term "terrorism" and giving it accurate characterization has become a problematic task. It has grown to be so subjective that according to one author, the effort to define it has been likened to an art rather than a science (Burgess, 2003). Reporting of terrorist activities in media over the years has further contributed to the confusion of trying to define the word, which is diversely depicted as the work of, among others, "extremists," "guerillas," "commandos," and "fundamentalists." In addition, the adverse undertones associated with the word 'terrorism' have complicated

Education research paper on Oral Proficiency in the Foreign Language

Education on Oral Proficiency in the Foreign Language classroom - Research Paper Example Foreign-language teachers are as a result advised to promote classroom participation of students since through this they will be able to enhance their foreign language speeches. This paper in particular tries to find the appropriate ways that teachers can employ in order to promote foreign language oral proficiency in their classrooms. Research was carried out through interviews, surveys and classroom observations and various findings presented, from which conclusions were drawn. Table of contents Abstract 2 Introduction 4 Literature Review 5 The Importance of Oral Assessment 5 Motivating Students to Speak 6 Results/ Presentation 16 Interview Results/Findings 16 Survey Results/Findings 18 Classroom Observations 19 Discussion and Analysis 20 Pedagogical Applications 24 Recommendations 27 References 30 Appendices 33 Introduction Increasing global development and the need for expanded second language skills have led many educators to seek ways to ensure that students of foreign language s leave their classes with a level of language proficiency. Though tests of written language are frequently defined by state standards that are based on written assessments, spoken language proficiency and the use of oral assessments in language classes are receiving increasing attention. The current literature on this topic reflects varied views of educators and administrators, both in relation to foreign language instruction and as a reflection of efforts in this country to support second language instruction for those with limited English proficiency. The application and increasing emphasis on oral assessments in foreign language instruction in the United States has extended from the realization that spoken language proficiency is an imperative part of the application and utility of language learning. In correlation, educators have applied a range of strategies to improve oral language performance, including methods to motivate learners, improve classroom process, and improve ora l language skills. The purpose of this research is to learn and investigate how to prepare activities to engage students in speaking and how to assess speaking in class. Given that not all students will speak the target language outside of class the classroom is a crucial if not the only space for students to engage in the spoken language in their early learning experience. The purpose of this study is also to ultimately create an assessment system that would match effective teaching practices. The research questions guiding the study are: How can I incorporate oral assessment as a daily part of class? How much weight should I place on oral assessment? How can I provide a classroom environment that will motivate students to speak in class? What would appropriate tasks look like? How do other skills/factors support speaking? Literature Review The Importance of Oral Assessment Foreign language instructors have taken the lead from second language (L2) instructional models that place an emphasis on the acquisition of oral language skills and the application of assessments to determine a learner’s pragmatic skills, the skills that they can use in an authentic speaking environment (Ishihara, 2009). Language educators have recognized that pragmatic competence should be achieved through language experiences in the classroom, and instructors can benefit from making