Recent orders
Domestic and International Terror
Domestic and International Terror
Name
Institution
Domestic and International Terror
Army of God is a domestic terrorist group operating in the United States of America. The organization is comprised of extremities who believe in the use of violence and brutality to spread hate messages and rise against the practice of abortion in the country. The group subjects clinical workers in abortion clinics to inhumane atrocities in a bid to curb abortion. It has been in operation since the early 1980s.
The group applies paramilitary tactics and other brutal means such as arson, bombings, kidnappings, and murder to repeal the legalization of abortion in America. The extremities chop off hands of abortion doctors, and attack and bomb abortion clinics. The group believes that God, who is the Commander in Chief and General, called them into their work. The members of the group call themselves soldiers of God, for whom they work. The soldiers never meet or communicate with each other unless on a need basis, making it hard for the group to be disbanded. In 1982, the group kidnapped an Illinois abortion specialist together with his wife and later claimed responsibility for the arson of an abortion clinic. Similarly, it bombed a gay bar and another clinic in Atlanta, in 2003.
Army of God has a loose structure without a defined organization. However, an ordained Pentecostal minister, Rev. Donald Spitz, runs the group’s website from his residence in Virginia. Recruitment into the group involves identification of martyrs and militants who have committed violent attacks against abortion specialists. They are then issued with manuals detailing the operation tactics such as manufacturing bombs, butyric acid attacks, arson, and other atrocities. It is through the site that members can access the manuals and other information regarding the tactics.
Al-Qa‘ida, by contrast, is an internationally established terrorist group incorporated in 1988 by Osama bin Laden alongside other Arabs protesting the Soviet Union in Afghanistan. The main goal of this terror group is to put up a pan-Islamic caliphate in all Muslim nations globally. It aims at forcefully and violently defeating Israel and fighting western power in Muslim countries worldwide especially in the United States. The United States is a main target of the group because it opposes Islamic governance and supports other enemy institutions and governments fighting Islamic ruling. The ultimate aim of the group is to drive out American armed forces out of Saudi Arabia and other Islamic nations (Zimmerman, 2013).
The late Osama bin Laden was the principal leader of the group, and Ayman Al Zawahiri is the second in command. Other members of the group are recruited into special cells in the organization in an intensive training under an experienced trainer. The cells are clandestine and only the trainer knows about each cell and its members. The members are then sworn into the organization under an oath of allegiance to the group and its leaders, and anybody opposing the group’s ideologies and values is executed. The group strengthened its forces and spread to more nations globally after the death of Osama Bin Laden and other significant commanders of the group such as Saeed al-Masri (Zimmerman, 2013).
The main difference between the domestic terror group Army of God and international Al-Qa‘ida is that the former fights social evils in the United States while the latter is a political movement. Al-Qa‘ida aims at ousting non-Islamic governance in Muslim nations while Army of God fights against abortion and other social evils such as homosexuality.
Reference
Zimmerman, K. (2013). The al Qaeda network: A new framework for defining the enemy. Critical Threats. Retrieved on 20 Feb. 2014 from http://www.criticalthreats.org/al-qaeda/zimmerman-al-qaeda-network-new-framework-defining-enemy-september-10-2013
Domestic Abuse
Domestic Abuse
Domestic abuse which also goes by the name of domestic violence or family abuse is a term that broadly defines repeated abusive behavior by one partner over the other in a relationship like marriage, dating, or within members of a family. There are many forms of domestic violence the most common one being physical aggression involving acts of hitting, kicking, or using objects to physical injure another person. Domestic abuse can also occur in the form of threats and intimidation, sexual or emotional violence, and economic deprivation (Shipway 5). The Office on Violence Against Women in the United States defines domestic violence as “a pattern of abusive behavior in any relationship that is used by one partner to gain or maintain power and control over another intimate partner that can happen to anyone regardless of race, age, sexual orientation, religion, or gender” (Office on Violence Against Women). The level of awareness on domestic abuse, however, differs from one country or community to another as well as between different historical periods. Studies have shown that very few incidents of domestic abuse, in fact only 1 percent, are ever reported to authorities like the police (Roberts 270). The most important thing to consider therefore is the effects or consequences that arise from any act that can be construed to be domestic violence and finding ways to avert its occurrence in the society. It is a serious problem that affects over 25 million women in the United States but can be prevented.
Domestic abuse happens within a close social environment and one of its adverse effects is the promotion of juvenile delinquency. It is one of the major causal factors that should be addressed in every effort to eliminate delinquency among young people. However, domestic violence still remains significantly dominant in most societies and even appears to enjoy a semi-sanctioned status in some parts of the underdeveloped world. Besides being a cause for juvenile delinquency, domestic violence can potentially result in mental illnesses including suicide.
In the Journal of Family Marriage, Michael Johnson argues that in every form of domestic violence, the perpetrator usually has one purpose in mind which is “to gain and maintain control over the victim” (283). Based on evidence from his studies and other independent research projects, Johnson further states that there are three types of partner violence in an intimate relationship. Distinctions between these types of violence are not as a result of studying single incidents but rather on patterns of violence observed in multiple incidents as well as in the motives that drive the perpetrators to violence.
The first type of domestic abuse according to Johnson is the common couple violence which occurs as a result of an argument between a couple leading partner to physically harm the other partner. This usually happens in a spate of anger is fairly common. The second type of domestic violence is referred to as intimate terrorism which involves an unhealthy control of one partner by the other. It is also common and if left unchecked it can result in dire consequences especially if the subservient partner decides to lash out against the domineering partner with all the anger accumulated over a long period of time. The kind of violence that results when the abused partner violently protests against mistreatment as a form of self defense is referred to as violent resistance.
The third kind of abuse that happens in a domestic setting is the situational couple violence. This kind of abuse arises from simple domestic conflicts that later escalate to violence. It is usually a spontaneous act that is not connected to any common pattern of violence. Its frequency can not be determined nor its seriousness because it does not follow any pattern but in some cases it can be very frequent and even life threatening. It is one of the prevalent cases in marriage counseling sessions.
On an international level, domestic abuse occurs in virtually every nation and culture all over the world. It affects people of every economic and social class. In the United States, the Bureau of Justice Statistics showed that in 1995 alone, the number of women who reported abuse by their partners was six times higher than men. In most of these cases the women were abused by their former spouses or boyfriends (Bachman, Ronet, and Saltzman). Data on abuse cases reported by men is however unreliable because men hardly report victimization by their spouses or girlfriends whenever it occurs.
In India, the fight against rising levels of domestic abuse has even brought together activists from Hindu and Muslim communities especially in the Kashmir region. Domestic violence is however very prevalent in the Arab world so much that some acts in the Islamic Law are being perceived as justification for domestic or spousal violence. For example over 80 percent of rural women in Egypt have been victims of beatings and other forms of physical abuse because of refusing to have sex with their husbands. This kind of abuse seems to be justified in the communities it happens in (Constable).
The prevalence of domestic violence on women being perpetrated by men can be attributed to many factors. One of the factors is the general differences in perception of life and priorities between men and women. In agreement to a theoretical approach to moral development which was based on studies done mostly on men, Lawrence Kohlberg proposed that children develop their thinking through their understanding of moral concepts like justice, equality, and welfare of others. However, Carol Gilligan disputes Kohlberg’s assertion by stating that experiences of women show that moral development can better be achieved through a nonviolent morality of care rather than a morality of justice and rights which gives room to violence. Justice and care might be connected but the two forms of morality are quite distinct from each other. In her work, Gilligan associates these gender differences with orientation such that men are prone to seek for justice or advocate for ways of ensuring justice is equally accorded to every individual while women emphasize on care. Gilligan makes the assumption that girls are less likely to be concerned with equality or fairness as a major issue as boys would. It is against this background that in most domestic settings, conflict and conflict resolution issues are perceived from different angles leading to frequent disagreements and subsequently violence or abuse. The men in a relationship have developed morally with emphasis on justice and fairness while women emphasize morality through caring. These differences in moral reasoning have largely been the root cause for domestic disagreements and abuse.
Domain 3 in the Framework for teaching has 5 components
Education
Domain 3 in the Framework for teaching has 5 components namely; communicating with students, using questioning and discussion techniques, engaging students in learning, using assessment in instruction and demonstrating flexibility and responsiveness. Through the Form I self assessment tool kit in the Handbook for Enhancing Professional Practice, I established that I attained levels of professional practice that ranged between basic and distinguished. My communication with the students was most notable as I attained the highest distinguished level by using appropriate oral and written communication as per my assessment of the students’ cultures and levels of development.
My use of assessment in instruction together with my flexibility and responsiveness capabilities were proficient. Through assessment at regular intervals during learning, both the students and I are able to supervise progress as the students are well aware of the evaluation criteria applied to give them feedback. Based on the feedback, I am able to make speedy adjustments that will ultimately increase the students’ output and performance.
However, my questioning and discussion techniques proved to be basic as did my tactics of engaging students in the learning process. There are certain constrains that hindered my attempts to fully engage the students in the learning process. These resulted in the inadequate intellectual engagement on the part of the students. Also, I failed in maintaining the lesson structure which was to be adhered to in accomplishing the objectives of the course. With regards to the use of questions and discussion techniques, both the approach and questions I asked did not stimulate a majority of the students’ thought processes or their participation in class discussions.
The disparities which were brought to light during this self assessment led me on a reflective path to establish which Professional Growth Strategies I should implement to enhance my teaching.
Communicating with students Using questioning and discussion technique Engaging students in learning Using assessment in instruction Demonstrating flexibility and responsiveness
Multiple intelligence theory(MIT) Temur (2007), Asserts that the multiple inteligence theory in a class room setting enables instructors to meet individual student’s needs by employing a diversity of teaching methods suitable for different students.
The above point reflects the distinguished level of professional performance in the Danielson’s Framework for Teaching MIT suggests that assessment be done not only on tests but but encompass all the other aspects of learning. Cooperative learning Constructivist learning This component Danielson’s Framework for Teaching is contrary to the principle of constructivist learning which states that students construct their own knowledge (Bentley et. al, 2006).
Instead, the component suggests that knowledge construction is directed by the teacher.
Differentiated instruction The differentiated principle asserts the consideration of individual differences in terms of age, race, culture, gender e.t.c.
The above considerations should be followed through when developing the content, method of teaching and evaluation (DeMarco, n.d.). Classroom assessment Classroom assessment affirms performance based assessment.
Assessment in this case involves the student in creating a more acceptable method (Frey & Shmitt, 2007). References
Bentley, M., Fleury, C. S., & Garrison, J. (2006). Critical Constructivism for Teaching andLearning in a Democratic Society. Retrieved fromhttp://web.utk.edu/~mbentle1/CritConstruct_JOT_07.pdf
DeMarco, M. (n.d.). Journal Reflection – Differentiated Instruction. Retrieved fromhttp://www.mariannedemarco.com/academic/graduate_ms/FoundationsII/DifferentiatedIstruction.pdf
Frey, B. B., & Schmitt, L. V. (2007). Coming to Terms With Classroom Assessment. Journal ofAdvanced Academics 18(3). 402-423.
Temur, D. O. (2007). The Effects of Teaching Activities Prepared According to the MultipleIntelligence Theory on Mathematics Achievements and Permanence of InformationLearned by 4th Grade Students. International Journal of Environmental & ScienceEducation 2(4). 86-91.
