JSOU Report 07-3, the Israeli Approach To
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Conceptual Descriptors of Enduring Interstate Rivalry: the Unremitting Conflict in the Middle East
Journal of Global Peace and Conflict December 2015, Vol. 3, No. 2, pp. 13-37 ISSN: 2333-584X(Print), 2333-5858(Online) Copyright © The Author(s).All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jgpc.v3n2a2 URL: http://dx.doi.org/10.15640/jgpc.v3n2a2 Conceptual Descriptors of Enduring Interstate Rivalry: The Unremitting Conflict in the Middle East Ali Alghafli1 Abstract This paper describes the multiple concepts commonly used to designate lingering interstate conflicts, and proposes an integrative conceptual approach that synthesizes components introduced by ‘protracted conflict’ and ‘enduring rivalry’ conceptualizations. Facts and events pertaining to the Middle East conflict before and after the introduction of the peace process are interpreted through three conceptually-driven propositions suggested by the integrative approach. In addition to validating the characteristic longevity of the Middle East conflict, the proposed integrative approach facilitates understanding major events of interstate and domestic violence in the region, ascertains the role of nongovernmental forces in maintaining the endurance of interstate rivalries, and identifies the geographic enlargement of the conflict. Keywords: Enduring Rivalry, Conceptual Descriptors, Middle East Conflict, Peace Process Introduction The Middle East encompasses several unresolved conflicts. The Palestinian Problem continues to persist as the tricky core of the outstanding conflict, causing conflict between Israel and the majority of Arab states to endure. After the outbreak of the Islamic Revolution in Iran more than three decades ago the lingering conflict in the Middle East enlarged to include the knotty rivalry between Israel and Iran. Unresolved tensions between Israel and Turkey have further expanded the lingering conflict in the region. -
THE POLITICS of REPRODUCTION FORMATIONS: ADOPTION, KINSHIP, and CULTURE Emily Hipchen and John Mcleod, Series Editors the Politics of Reproduction
THE POLITICS OF REPRODUCTION FORMATIONS: ADOPTION, KINSHIP, AND CULTURE Emily Hipchen and John McLeod, Series Editors The Politics of Reproduction Adoption, Abortion, and Surrogacy in the Age of Neoliberalism Edited by Modhumita Roy and Mary Thompson THE OHIO STATE UNIVERSITY PRESS COLUMBUS Copyright © 2019 by Th e Ohio State University. Th is edition licensed under a Creative Commons Attribution-NonCommercial-NoDerivs License. Library of Congress Cataloging-in-Publication Data is available online at catalog.loc.gov. Cover design by Nathan Putens Text design by Juliet Williams Type set in Adobe Minion Pro Th e paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48-1992. We dedicate this volume to the memory of our fathers, Richard E. Thompson Jr. (1924–2011) and Birendra Narayan Roy (1926–2011), and to our mothers, Barbara J. Thompson and Pranati Roy, with love and thanks. CONTENTS Acknowledgments ix INTRODUCTION MODHUMITA ROY AND MARY THOMPSON 1 CHAPTER 1 Precarity and Disaster in Jesmyn Ward’s Salvage the Bones: A Reproductive Justice Reading MARY THOMPSON 25 CHAPTER 2 Privileging God the Father: The Neoliberal Theology of the Evangelical Orphan Care Movement VALERIE A. STEIN 42 CHAPTER 3 White Futures: Reproduction and Labor in Neoliberal Times HEATHER MOONEY 61 CHAPTER 4 One Woman’s Choice Is Another Woman’s Disobedience: Seguro Popular and Threats to Midwifery in Mexico ROSALYNN VEGA 82 CHAPTER 5 The Work/Life -
Race, Migration, and Chinese and Irish Domestic Servants in the United States, 1850-1920
An Intimate World: Race, Migration, and Chinese and Irish Domestic Servants in the United States, 1850-1920 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Andrew Theodore Urban IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Advised by Donna Gabaccia and Erika Lee June 2009 © Andrew Urban, 2009 Acknowledgements While I rarely discussed the specifics of my dissertation with my fellow graduate students and friends at the University of Minnesota – I talked about basically everything else with them. No question or topic was too large or small for conversations that often carried on into the wee hours of the morning. Caley Horan, Eric Richtmyer, Tim Smit, and Aaron Windel will undoubtedly be lifelong friends, mahjong and euchre partners, fantasy football opponents, kindred spirits at the CC Club and Mortimer’s, and so on. I am especially grateful for the hospitality that Eric and Tim (and Tank the cat) offered during the fall of 2008, as I moved back and forth between Syracuse and Minneapolis. Aaron and I had the fortune of living in New York City at the same time in our graduate careers, and I have fond memories of our walks around Stuyvesant Park in the East Village and Prospect Park in Brooklyn, and our time spent with the folks of Tuesday night. Although we did not solve all of the world’s problems, we certainly tried. Living in Brooklyn, I also had the opportunity to participate in the short-lived yet productive “Brooklyn Scholars of Domestic Service” (AKA the BSDS crew) reading group with Vanessa May and Lara Vapnek. -
Canadian Infantry Combat Training During the Second World War
SHARPENING THE SABRE: CANADIAN INFANTRY COMBAT TRAINING DURING THE SECOND WORLD WAR By R. DANIEL PELLERIN BBA (Honours), Wilfrid Laurier University, 2007 BA (Honours), Wilfrid Laurier University, 2008 MA, University of Waterloo, 2009 A thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Doctor of Philosophy degree in History University of Ottawa Ottawa, Ontario, Canada © Raymond Daniel Ryan Pellerin, Ottawa, Canada, 2016 ii ABSTRACT “Sharpening the Sabre: Canadian Infantry Combat Training during the Second World War” Author: R. Daniel Pellerin Supervisor: Serge Marc Durflinger 2016 During the Second World War, training was the Canadian Army’s longest sustained activity. Aside from isolated engagements at Hong Kong and Dieppe, the Canadians did not fight in a protracted campaign until the invasion of Sicily in July 1943. The years that Canadian infantry units spent training in the United Kingdom were formative in the history of the Canadian Army. Despite what much of the historical literature has suggested, training succeeded in making the Canadian infantry capable of succeeding in battle against German forces. Canadian infantry training showed a definite progression towards professionalism and away from a pervasive prewar mentality that the infantry was a largely unskilled arm and that training infantrymen did not require special expertise. From 1939 to 1941, Canadian infantry training suffered from problems ranging from equipment shortages to poor senior leadership. In late 1941, the Canadians were introduced to a new method of training called “battle drill,” which broke tactical manoeuvres into simple movements, encouraged initiative among junior leaders, and greatly boosted the men’s morale. -
FILMS on Palestine-Israel By
PALESTINE-ISRAEL FILMS ON THE HISTORY of the PALESTINE-ISRAEL CONFLICT compiled with brief introduction and commentary by Rosalyn Baxandall A publication of the Palestine-Israel Working Group of Historians Against the War (HAW) December 2014 www.historiansagainstwar.org Licensed under Creative Commons Attribution – NonCommercial – ShareAlike 1 Introduction This compilation of films that relate to the Palestinian-Israeli struggle was made in July 2014. The films are many and the project is ongoing. Why film? Film is often an extraordinarily effective tool. I found that many students in my classes seemed more visually literate than print literate. Whenever I showed a film, they would remember the minute details, characters names and sub-plots. Films were accessible and immediate. Almost the whole class would participate and debates about the film’s meaning were lively. Film showings also improved attendance at teach-ins. At the Truro, Massachusetts, Library in July 2014, the film Voices Across the Divide was shown to the biggest audiences the library has ever had, even though the Wellfleet Library and several churches had refused to allow the film to be shown. Organizing is also important. When a film is controversial, as many in this pamphlet are, a thorough organizing effort including media coverage will augment the turnout for the film. Many Jewish and Palestinian groups list films in their resources. This pamphlet lists them alphabetically, and then by number under themes and categories; the main listings include summaries, to make the films more accessible and easier to use by activist and academic groups. 2 1. 5 Broken Cameras, 2012. -
The Israel Defense Forces, 1948-2017
The Israel Defense Forces, 1948-2017 Kenneth S. Brower Mideast Security and Policy Studies No. 150 THE BEGIN-SADAT CENTER FOR STRATEGIC STUDIES BAR-ILAN UNIVERSITY Mideast Security and Policy Studies No. 150 The Israel Defense Forces, 1948-2017 Kenneth S. Brower The Israel Defense Forces, 1948-2017 Kenneth S. Brower © The Begin-Sadat Center for Strategic Studies Bar-Ilan University Ramat Gan 5290002 Israel Tel. 972-3-5318959 Fax. 972-3-5359195 [email protected] www.besacenter.org ISSN 0793-1042 May 2018 Cover image: Soldier from the elite Rimon Battalion participates in an all-night exercise in the Jordan Valley, photo by Staff Sergeant Alexi Rosenfeld, IDF Spokesperson’s Unit The Begin-Sadat (BESA) Center for Strategic Studies The Begin-Sadat Center for Strategic Studies is an independent, non-partisan think tank conducting policy-relevant research on Middle Eastern and global strategic affairs, particularly as they relate to the national security and foreign policy of Israel and regional peace and stability. It is named in memory of Menachem Begin and Anwar Sadat, whose efforts in pursuing peace laid the cornerstone for conflict resolution in the Middle East. Mideast Security and Policy Studies serve as a forum for publication or re-publication of research conducted by BESA associates. Publication of a work by BESA signifies that it is deemed worthy of public consideration but does not imply endorsement of the author’s views or conclusions. Colloquia on Strategy and Diplomacy summarize the papers delivered at conferences and seminars held by the Center for the academic, military, official and general publics. -
Appendix C: Military Operations and Planning Scenarios Referred to in This Report
Appendix C: Military Operations and Planning Scenarios Referred to in This Report In describing the past and planned use of various types conducted on the territory of North Vietnam during of forces, this primer mentions a number of military the war (as opposed to air operations in South Vietnam, operations that the United States has engaged in since which were essentially continuous in support of U.S. World War II, as well as a number of scenarios that and South Vietnamese ground forces). The most nota- the Department of Defense has used to plan for future ble campaigns included Operations Rolling Thunder, conflicts. Those operations and planning scenarios are Linebacker, and Linebacker II. summarized below. 1972: Easter Offensive.This offensive, launched by Military Operations North Vietnamese ground forces, was largely defeated 1950–1953: Korean War. U.S. forces defended South by South Vietnamese ground forces along with heavy air Korea (the Republic of Korea) from an invasion by support from U.S. forces. North Korea (the Democratic People’s Republic of Korea). North Korean forces initially came close to 1975: Spring Offensive.This was the final offensive overrunning the entire Korean Peninsula before being launched by North Vietnamese ground forces during the pushed back. Later, military units from China (the war. Unlike in the Easter Offensive, the United States People’s Republic of China) intervened when U.S. forces did not provide air support to South Vietnamese ground approached the Chinese border. That intervention caused forces, and North Vietnamese forces fully conquered the conflict to devolve into a stalemate at the location of South Vietnam. -
Hard Lessons in the Holy Land
Hard Lessons in the Holy Land Joint Fire Support in the Yom Kippur War By Jimmy McNulty On October 6 th , 1973, a coalition of Arab states led by Egypt and Syria launched a surprise attack against Israel in the Sinai Peninsula and the Golan Heights. This would spark what would become known as the Yom Kippur War, and would threaten Israel’s very existence. Although it was a brief conflict, the Yom Kippur War would forever transform the Middle East, and would have lasting global impacts. Its military significance is often overshadowed by the concurrent Vietnam War, and is often not afforded the thorough analysis it deserves. The Yom Kippur War would see the introduction of new tactics and technologies that would change how conflicts are fought, and would provide a number of sobering lessons to all participants. The focus of this essay will be on joint fire support, analysing how each of the participants employed their fire support assets, the impact their fire support assets had on operations, and the lessons learned that can be applied to Canadian Armed Forces (CAF) operations. Prior to examining the actual conduct of the Yom Kippur War, it is necessary to outline a number of key concepts regarding joint operations. Joint operations involve two or more military environments (army, navy, air force) working together to plan and execute operations, rather than working separately. 1 Joint operations require interoperability and synchronization between the different military environments under the command of a single Joint Task Force (JTF) commander in order to maximize the effectiveness and efficiency of the force. -
Three Perspectives on the Second Intifada
Three Perspectives on the Second Intifada Perspective I: “What Caused the Current Wave of Palestinian Terrorism?” Source: Israeli Ministry of Foreign Affairs; http://mfa.gov.il/MFA/MFA-Archive/2003/Pages/Israel- %20the%20Conflict%20and%20Peace-%20Answers%20to%20Frequen.aspx#terror The wave of terrorism that began in September 2000 is the direct result of a strategic Palestinian decision to use violence - rather than negotiation - as the primary means to advance their agenda. Despite Palestinian claims to the contrary, Israel's so-called "occupation" of the territories is not the true cause of the terrorism, as negotiations could have peacefully resolved all aspects of the Palestinian-Israeli conflict well before the violence started. When the wave of violence and terrorism began in September 2000, the Palestinians originally claimed that it was a spontaneous reaction to the visit of then-opposition leader Ariel Sharon to the Temple Mount. However, later statements by Palestinian leaders in the Arab-language media contradicted this assertion. Neither did the report issued by the Mitchell Committee, composed of American and European leaders, give support to the earlier Palestinian claim. Consequently, Palestinian spokespersons changed their tactics and instead began to assert that the violence was a response to Israel's "occupation" of the West Bank and Gaza. This claim ignores events both before and after 1967 (when Israel came into control of the territories during a war of self-defense) that prove that the "occupation" is not the true cause of Palestinian terrorism. Not only did Palestinian terrorism precede Israel's presence in the West Bank and Gaza; it has often hit brutally at those moments, as in 1994-1996, when the peace process was making the greatest progress. -
Terrorism and Counterterrorism SEPTEMBER 17, 2015 – DECEMBER 2, 2015
Terrorism and Counterterrorism SEPTEMBER 17, 2015 – DECEMBER 2, 2015 DEFINITION OF TERMS HANDOUT We've taken these definitions from the following: 9/11 Commission Report, Wikipedia, Encyclopedia Britannica, Merriam-Webster, Marie-Helen Maras (Counterterrorism), Psychwiki, Mitchell Silber (The Al-Qaeda Factor), Andrew Kydd and Barbara Walter (Strategies of Terrorism), Federation of American Scientists, CIA Guide to the Analysis of Insurgency, Bruce Hoffman (Inside Terrorism), Janes Insurgency & Terrorism Centre, U.S. Department of Defense, Council on Foreign Relations, PBS, Harry Henderson (Global Terrorism), Harry Henderson (Terrorism), Israeli Ministry of Foreign Affairs, The Encyclopedia of the Arab-Israeli Conflict: A Political, Social, and Military History, ed. Spencer C. Tucker, Priscilla Roberts, Hussain Haqqani (Pakistan: Between Mosque and Military), Contemporary World Issues: U.S. National Security: A Reference Handbook, Second Edition, "Homeland Security: Legal and Policy Issues," Cornell Law School's Legal Information Institute, USLegal, The 9/11 Encyclopedia: Second Edition, the Denver Post, Harvey W. Kushner (Encyclopedia of Terrorism), Federal Judicial Center, Counterterrorism Data Mining, Gus Martin (Understanding Terrorism: Challenges, Perspectives, and Issues), and West Point's Combating Terrorism Center. At times we modified them based on course content, and in others we used text, at times exact, from these sources. Should you wish to know the particular sourcing of any term, please contact Marc Meyer at [email protected]. Section Key Term Definition Index 1,2 9/11 Attacks On September 11, 2011, nineteen terrorists, directed by Al-Qaeda, high jacked four commercial passenger jets, killing almost 3,000 people and injuring thousands more. Two of the airliners crashed into the World Trade Center in New York City, causing both buildings to collapse, while a third plane crashed into the Pentagon outside of Washington, D.C. -
Re-Mediating the Israeli-Palestinian Conflict: the Use of Films to Facilitate Dialogue." Dissertation, Georgia State University, 2007
Georgia State University ScholarWorks @ Georgia State University Communication Dissertations Department of Communication 5-3-2007 Re-Mediating the Israeli-Palestinian Conflict: The Use of Films ot Facilitate Dialogue Elana Shefrin Follow this and additional works at: https://scholarworks.gsu.edu/communication_diss Part of the Communication Commons Recommended Citation Shefrin, Elana, "Re-Mediating the Israeli-Palestinian Conflict: The Use of Films to Facilitate Dialogue." Dissertation, Georgia State University, 2007. https://scholarworks.gsu.edu/communication_diss/14 This Dissertation is brought to you for free and open access by the Department of Communication at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Communication Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RE-MEDIATING THE ISRAELI-PALESTINIAN CONFLICT: THE USE OF FILMS TO FACILITATE DIALOGUE by ELANA SHEFRIN Under the Direction of M. Lane Bruner ABSTRACT With the objective of outlining a decision-making process for the selection, evaluation, and application of films for invigorating Palestinian-Israeli dialogue encounters, this project researches, collates, and weaves together the historico-political narratives of the Israeli- Palestinian conflict, the artistic worldviews of the Israeli and Palestinian national cinemas, and the procedural designs of successful Track II dialogue interventions. Using a tailored version of Lucien Goldman’s method of homologic textual analysis, three Palestinian and three Israeli popular film texts are analyzed along the dimensions of Historico-Political Contextuality, Socio- Cultural Intertextuality, and Ethno-National Textuality. Then, applying the six “best practices” criteria gleaned from thriving dialogue programs, coupled with the six “cautionary tales” criteria gleaned from flawed dialogue models, three bi-national peacebuilding film texts are homologically analyzed and contrasted with the six popular film texts. -
Table of Contents Children and Terrorism
Arna’s Children A Study Guide Compiled by Roberta McNair for the California Film Institute A Place in the World Table of Contents Children and terrorism .................................................................................................. 3 Objective .................................................................................................................... 3 An allegory for the Israeli-Palestinian question ......................................................... 3 About the Film .............................................................................................................. 4 Arna’s Children: How the children of a Palestinian theater group got involved in the Intifadah ............................................................................................................... 4 Subjects for Discussion and Research ........................................................................ 4 About the Directors ...................................................................................................... 6 Subjects for Discussion and Research ........................................................................ 7 Background on Jenin ..................................................................................................... 8 Subjects for Discussion and Research ...................................................................... 11 The “Battle of Jenin” ................................................................................................... 12 The Battle ................................................................................................................