01-137 NIE-Terrorism

Total Page:16

File Type:pdf, Size:1020Kb

01-137 NIE-Terrorism [ABCDE] Volume 1, Issue 3 Sept. 18, 2001 CURRICULUM GUIDE: MEDIA IN THE TIME OF TRAGEDY e r I n E d u c a p a p t i o w s n P N e r o t g s r a P o m n t o g i n h s T a h e W C e u h r T r i f c u O l u e r m o C A t e T h h T e t C A o r m KLMNO e u l O u An Integrated Curriculum c f i r Resource Program T r h u e C W e a h s T h i n g t o n P m o a s r t g N o r e P w s n p o a i p t a e c r u I d n E IN THIS ISSUE Dealing with Terrorism Use the Newspaper Word Study 39Web resources for coping 6 Activities for your class A look at terrorism First Rough Draft of History Write an Editorial Finding the 4 Then and now 8 What symbols mean 10 Local Angle © 2001 The Washington Post Company An Integrated Curriculum For The Washington Post Newspaper In Education Program KLMNO Volume 1, Issue 3 Sept. 18, 2001 Dear Educators: This Web site, still in its infancy, is devoted to bringing newspaper-related classroom curriculum to educators. Last Tuesday’s tragic acts of terrorism have prompted us to add a special resource to the site today. Designed to help teachers and publications advisers, the following collection of activities, lesson plans and resources are meant to use these unprecedented acts in the American experience to teach students how such colossal tragedy is handled in the media. We hope that the following pages are instructional as well as thought provoking. The newspaper continues to be a reliable source to relay facts. Part of our mission through The Washington Post’s Newspaper In Education program is to help you use newspapers to illustrate real-life applications of learning. We hope these lessons will help you use The Post to guide schoolchildren through this crisis and eventually to help them process this national disaster as a learning experience. As the nation absorbs the shock, fear and sadness of last week’s events, students might need extra help with coping and processing this national tragedy. As adults and educators, our role in reestablishing a sense of safety and security in our schools is a priority. Children will look to us for information and guidance on how to react and understand the national events as they unfold. Within this special resource, we have included the Web addresses for various sites that provide additional information to help students cope with the uncertainty of these events and the consequences such terror dictates. The Educational Services Department of The Washington Post 2 © 2001 The Washington Post Company An Integrated Curriculum For The Washington Post Newspaper In Education Program KLMNO Volume 1, Issue 3 Sept. 18, 2001 Dealing with Terrorism With Respect and Sensitivity How to Cope and Heal It is our business to report the news. We have found the ON THE WEB http://www.sesameworkshop.org/par- words and taken the pictures to fulfill our professional ents/advice/article/0,4125,49560,00.ht http://www.nimh.nih.gov/publicat/vio commitment to you. We also want to be a good neighbor. ml lence.cfm Tuesday’s unimaginable acts of horror touch us all. Images Tragic Times, Healing Words of the terrorist attacks and aftermath are in all media and Helping Children and Adolescents Cope The Sesame Street Workshop provides in our conversations. We witness families, friends and with Violence and Disasters guidelines for adults. neighbors of individuals who lost their lives in New York The National Institute of Mental Health City, Pennsylvania and Virginia grieving. This is an provides information about the impact of www.fema.gov/kids emotional time for adults. It can be a very frightening time violence and disasters on children and sug- for children. gestions for minimizing long-term emo- FEMA for Kids tional harm. Although most of this site explains natural Area school systems and media, sensitive to the disasters so children can emotional impact of these events and coverage on http://www.apa.org/ understand them and prepare for them, children, have provided adults with guidelines for listening the What’s New section talks to kids about to and talking with children of all ages in times of loss, American Psychological Association the recent terrorist attacks. Younger stu- violence and disaster. You may wish to check their Web A special section, The Nation in Shock: dents are given advice by Herman, the sites. On the Web sites listed here mental health Managing the Traumatic Stress of spokescrab. professionals share what is known about the impact of Tuesday’s Terrorism, has been added. The disasters on children and suggest ways to help children to section includes guidelines for handling www.kidshealth.com cope and to heal. the special needs of children. KidsHealth KidsPost has provided news of our national tragedy and http://www.childrenshomesociety.org/ Parents, kids and teens have sections to examples of bravery for our young readers. Articles in the enter to hear from the medical Post and online discussions have reminded adults not to Children’s Home Society of Washington experts of The Nemours Foundation. A neglect our responsibility to our children. They all stress Tips for talking to children about tragedy special "Dealing With a Terrorist the importance of listening, loving and helping others. are presented by the Children’s Home Tragedy" has been added with articles for Society of Washington. Common ques- Dr. Stanley Greenspan, M.D., clinical professor of all three age groups. tions asked by children and suggested psychiatry, George Washington University Medical School, answers are included. Signs of stress and in a washingtonpost.com online discussion, provided this www.nea.org other resources give parents and teachers advice. (More of Dr. Greenspan’s answers to questions helpful information. The National Education Association posed can be found at "Tips for Caregivers" (PDF) is the effort of http://discuss.washingtonpost.com/wp- http://www.mentalhealth.org/cmhs/e several national educational organizations srv/zforum/01/nation_greenspan0912.htm.) mergencyservices/index.htm united to assist parents and teachers in helping children. You may also go to the "[T]he understanding of terrorism has to be geared to the Disaster Mental Health Services American Federation of Teachers child's age and level of thinking and language. For a very This branch of the U.S. Department of (www.aft.org), National PTA young child, it can be explained in very simple terms — Health & Human Services is located in (www.pta.org) and National Association like explaining that someone did something very very bad. Rockville, Md. When the president of School Psychologists (www.naspon- For a school age child, you can begin having a discussion declares a disaster, the Center for Mental line.org) sites. NEA plans to rebroadcast that is a bit more complex but not too complex. It should Health Services provides support to indi- its Safe Schools Now series in fall 2001. be discussed in two contexts simultaneously. In terms of viduals and communities. Click on Tips VHS copies of the nine episodes are avail- the fundamental wrongness of actions that take other For Talking About Disasters and check able for sale. people's lives, but also in terms of the longer term goals out Mental Health Aspects of Terrorism, to help all people around the world resolve conflict How to Help Children After a Disaster through negotiation and problem solving, not violence. and After a Disaster: What Teens Can Do. Even younger children can be helped to see the importance of problem solving." 3 © 2001 The Washington Post Company An Integrated Curriculum For The Washington Post Newspaper In Education Program KLMNO Volume 1, Issue 3 Sept. 18, 2001 Today’s First Rough Draft of History Lesson: Use the newspaper approaching the Twin to understand terrorist Towers of the World Trade attacks Center in New York City. Exercises Level: Advanced Smoke is billowing from the a. Read the five articles that appeared on the front page North Tower that had been of the Sept. 12 Post. Summarize each article. Do they Subjects: History, Language hit at 8:45 a.m. by hijacked Arts, Journalism American Airlines Flight 11. capture the facts of the hijackings and aftermath? News stories can help Three other photographs Beyond the facts, what understanding do you gain as students to understand the appeared below the fold. a reader? Together, what do the five articles Headlines above the five attack, the destruction and communicate about events from 8:45 a.m. Tuesday the response of our citizens articles were: morning until press time? and government. The ■ Bodies Pulled From Washington Post reported Pentagon; Troops Patrol ■ Bodies Pulled From Pentagon; Troops Patrol District Streets the horror of the terrorist District Streets http://nl4.newsbank.com/nl- attacks, the heart-breaking ■ Bush Promises Retribution; search/we/Archives?p_action=doc&p_docid=0EE7CCF51B9 stories of victims and their Military Put on Highest Alert ■ Bush Promises Retribution; Military Put on Highest Alert families and the bravery of firefighters, police, ■ On Flight 77: ‘Our Plane Is http://nl13.newsbank.com/nl- emergency workers, military Being Hijacked’ search/we/Archives?p_action=doc&p_docid=0EE7CCF453 ■ On Flight 77: ‘Our Plane Is Being Hijacked’ URL not available personnel and ordinary ■ U.S. Intelligence Points to citizens who willing put their Bin Laden Network ■ U.S.
Recommended publications
  • Chapter 23: War and Revolution, 1914-1919
    The Twentieth- Century Crisis 1914–1945 The eriod in Perspective The period between 1914 and 1945 was one of the most destructive in the history of humankind. As many as 60 million people died as a result of World Wars I and II, the global conflicts that began and ended this era. As World War I was followed by revolutions, the Great Depression, totalitarian regimes, and the horrors of World War II, it appeared to many that European civilization had become a nightmare. By 1945, the era of European domination over world affairs had been severely shaken. With the decline of Western power, a new era of world history was about to begin. Primary Sources Library See pages 998–999 for primary source readings to accompany Unit 5. ᮡ Gate, Dachau Memorial Use The World History Primary Source Document Library CD-ROM to find additional primary sources about The Twentieth-Century Crisis. ᮣ Former Russian pris- oners of war honor the American troops who freed them. 710 “Never in the field of human conflict was so much owed by so many to so few.” —Winston Churchill International ➊ ➋ Peacekeeping Until the 1900s, with the exception of the Seven Years’ War, never ➌ in history had there been a conflict that literally spanned the globe. The twentieth century witnessed two world wars and numerous regional conflicts. As the scope of war grew, so did international commitment to collective security, where a group of nations join together to promote peace and protect human life. 1914–1918 1919 1939–1945 World War I League of Nations World War II is fought created to prevent wars is fought ➊ Europe The League of Nations At the end of World War I, the victorious nations set up a “general associa- tion of nations” called the League of Nations, which would settle interna- tional disputes and avoid war.
    [Show full text]
  • Richard Nixon's Drug War: Politics Over Pragmatism
    Richard Nixon's Drug War: Politics over Pragmatism Edmund Carlton April 20, 2012 Abstract: This thesis is an historical observation Richard Nixon's role as the instigator of America's Drug War. This Drug War is a war fought both against international drug smugglers and America's own citizens. This thesis will summarize some major trends of the politicization of the drug issue and give an in-depth analysis of how race played a role in both winning Richard Nixon the presidency in 1968 as well as how that victory has inflected itself back on to the American race dynamic. This thesis will utilize the substantial wealth of academic publications on the subject and will serve as a survey of sorts of the major drug politic academia discussing the years 1967-1972. I will also be utilizing films from this era in order to illustrate the social and race dynamic that were being negotiated in post-Civil Rights Act America. This thesis will utilize two primary documents from Richard Nixon, a Reader's Digest article from October, 1967, and a pivotal message to Congress given on July 14th, 1969 which accompanied the proposal of the Comprehensive Drug Abuse Prevention and Control Act which was passed a year later in 1970. Table of Contents Introduction P. 3 THE RELEVANT HISTORY OF DRUGS IN FILM p. 8 Its Racial Implications p.13 THE RHETORICAL PRE-AMBLE TO RICHARD NIXON's PRESIDENTIAL p.15 CAMPAIGN: The Reader Digest article "What Has Happened to America" White Backlash p. 22 RICHARD NIXON'S PIVOTAL MESSAGE TO CONGRESS p.
    [Show full text]
  • Nixon's Caribbean Milieu, 1950–1968
    Dark Quadrant: Organized Crime, Big Business, and the Corruption of American Democracy Online Appendix: Nixon’s Caribbean Milieu, 1950–1968 By Jonathan Marshall “Though his working life has been passed chiefly on the far shores of the continent, close by the Pacific and the Atlantic, some emotion always brings Richard Nixon back to the Caribbean waters off Key Biscayne and Florida.”—T. H. White, The Making of the President, 19681 Richard Nixon, like millions of other Americans, enjoyed Florida and the nearby islands of Cuba and the Bahamas as refuges where he could leave behind his many cares and inhibitions. But he also returned again and again to the region as an important ongoing source of political and financial support. In the process, the lax ethics of its shadier operators left its mark on his career. This Sunbelt frontier had long attracted more than its share of sleazy businessmen, promoters, and politicians who shared a get-rich-quick spirit. In Florida, hustlers made quick fortunes selling worthless land to gullible northerners and fleecing vacationers at illegal but wide-open gambling joints. Sheriffs and governors protected bookmakers and casino operators in return for campaign contributions and bribes. In nearby island nations, as described in chapter 4, dictators forged alliances with US mobsters to create havens for offshore gambling and to wield political influence in Washington. Nixon’s Caribbean milieu had roots in the mobster-infested Florida of the 1940s. He was introduced to that circle through banker and real estate investor Bebe Rebozo, lawyer Richard Danner, and Rep. George Smathers. Later this chapter will explore some of the diverse connections of this group by following the activities of Danner during the 1968 presidential campaign, as they touched on Nixon’s financial and political ties to Howard Hughes, the South Florida crime organization of Santo Trafficante, and mobbed-up hotels and casinos in Las Vegas and Miami.
    [Show full text]
  • The Bush Revolution: the Remaking of America's Foreign Policy
    The Bush Revolution: The Remaking of America’s Foreign Policy Ivo H. Daalder and James M. Lindsay The Brookings Institution April 2003 George W. Bush campaigned for the presidency on the promise of a “humble” foreign policy that would avoid his predecessor’s mistake in “overcommitting our military around the world.”1 During his first seven months as president he focused his attention primarily on domestic affairs. That all changed over the succeeding twenty months. The United States waged wars in Afghanistan and Iraq. U.S. troops went to Georgia, the Philippines, and Yemen to help those governments defeat terrorist groups operating on their soil. Rather than cheering American humility, people and governments around the world denounced American arrogance. Critics complained that the motto of the United States had become oderint dum metuant—Let them hate as long as they fear. September 11 explains why foreign policy became the consuming passion of Bush’s presidency. Once commercial jetliners plowed into the World Trade Center and the Pentagon, it is unimaginable that foreign policy wouldn’t have become the overriding priority of any American president. Still, the terrorist attacks by themselves don’t explain why Bush chose to respond as he did. Few Americans and even fewer foreigners thought in the fall of 2001 that attacks organized by Islamic extremists seeking to restore the caliphate would culminate in a war to overthrow the secular tyrant Saddam Hussein in Iraq. Yet the path from the smoking ruins in New York City and Northern Virginia to the battle of Baghdad was not the case of a White House cynically manipulating a historic catastrophe to carry out a pre-planned agenda.
    [Show full text]
  • Cause One: Nicholas Ii, Czar of Russia
    THE RUSSIAN REVOLUTION ILLUSTRATED TIMELINE CAUSE ONE: NICHOLAS II, CZAR OF RUSSIA 19TH CENTURY RUSSIA In the 19th century, Russia was a vast, multinational empire controlled by the Romanov Dynasty. A dynasty is when control of a country is passed from family member to family member. For centuries, Russia was relatively isolated from the affairs of Western Europe due to their cold climates and long distances. They were a strongly agricultural country who still relied on the principals of serfdom to plant crops. This policy of tying the peasants to the land had long since been abolished in the rest of Europe and prevented Russia from advancing. Serfdom was finally abolished in 1861. NICHOLAS II TAKES CONTROL - 1894 Nicholas II had ruled Russia as Czar since the death of his father in 1894. Like his father, Nicholas wanted an autocratic rule in which he alone made all the laws and determined all foreign policy. When he took control, Russia was very far behind the industrial production of the Western European countries such as Britain and Germany. Nicholas increased industrial production in Russia but at the same time created a larger class of urban poor. Most people in Russia, however, still lived on farms. BLOODY SUNDAY - JANUARY 9, 1905 The urban poor worked in factories for long hours, horrible conditions and little pay. In 1905, they asked the Czar for help by presenting a petition to the Winter palace. The Czar was not at home and his generals ordered the troops to open fire on the people. Over 500 unarmed people were killed in an incident that became known as Bloody Sunday.
    [Show full text]
  • The American Invasion of Iraq: Causes and Consequences
    Raymond Hinnebusch THE AMERICAN INVASION OF IRAQ: CAUSES AND CONSEQUENCES Raymond HINNEBUSCH* As the Middle East has become the centerpiece of its drive for global hegemony, America’s de-stabilizing impact on the region has deepened; equally, the reaction from the Middle East to US policy carries important consequences for US hegemony globally. The Iraq war is the pivotal event around which these developments centre. Explaining the US Invasion of Iraq The invasion of Iraq can only be properly understood by bringing together three levels of analysis: 1) US global grand strategy 2) the US strategic position in the Middle East; and 3) the interests of Bush's ruling coalition. Understanding the Iraq war, in turn, exposes the inner mainsprings of US Middle East policy and the region's pivotal role in overall US global strategy. US Global Grand Strategy and the Middle East The starting point for understanding the invasion of Iraq is the grand strategy of the US under Bush to undertake a coercive assertion of global hegemony. The Project for a New American Century frankly acknowledges this reach for hegemony. The Bush doctrine and the 2002 National Security Strategy, formulated in response to the 9/11 attacks, make explicit the coercive turn: the call for "full spectrum dominance;" the strategy of dealing with resistance to the US not simply through traditional containment, but via "preventive wars;" the resort to unilaterialism, with ad-hoc "coalitions of the willing;" the view that states not with the US in the war on terrorism are against it; and the claim that only the US liberal model is legitimate, with sovereignty exempting no nation from the demand that it conform.
    [Show full text]
  • Lessons-Encountered.Pdf
    conflict, and unity of effort and command. essons Encountered: Learning from They stand alongside the lessons of other wars the Long War began as two questions and remind future senior officers that those from General Martin E. Dempsey, 18th who fail to learn from past mistakes are bound Excerpts from LChairman of the Joint Chiefs of Staff: What to repeat them. were the costs and benefits of the campaigns LESSONS ENCOUNTERED in Iraq and Afghanistan, and what were the LESSONS strategic lessons of these campaigns? The R Institute for National Strategic Studies at the National Defense University was tasked to answer these questions. The editors com- The Institute for National Strategic Studies posed a volume that assesses the war and (INSS) conducts research in support of the Henry Kissinger has reminded us that “the study of history offers no manual the Long Learning War from LESSONS ENCOUNTERED ENCOUNTERED analyzes the costs, using the Institute’s con- academic and leader development programs of instruction that can be applied automatically; history teaches by analogy, siderable in-house talent and the dedication at the National Defense University (NDU) in shedding light on the likely consequences of comparable situations.” At the of the NDU Press team. The audience for Washington, DC. It provides strategic sup- strategic level, there are no cookie-cutter lessons that can be pressed onto ev- Learning from the Long War this volume is senior officers, their staffs, and port to the Secretary of Defense, Chairman ery batch of future situational dough. The only safe posture is to know many the students in joint professional military of the Joint Chiefs of Staff, and unified com- historical cases and to be constantly reexamining the strategic context, ques- education courses—the future leaders of the batant commands.
    [Show full text]
  • Creating the New Czar
    International Journal of Intelligence and CounterIntelligence ISSN: 0885-0607 (Print) 1521-0561 (Online) Journal homepage: http://www.tandfonline.com/loi/ujic20 Creating the New Czar Michael Rubin To cite this article: Michael Rubin (2018) Creating the New Czar, International Journal of Intelligence and CounterIntelligence, 31:2, 387-395, DOI: 10.1080/08850607.2018.1418556 To link to this article: https://doi.org/10.1080/08850607.2018.1418556 Published online: 26 Mar 2018. Submit your article to this journal View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=ujic20 International Journal of Intelligence and CounterIntelligence, 31: 387–428, 2018 Copyright © Taylor & Francis Group, LLC ISSN: 0885-0607 print/1521-0561 online DOI: 10.1080/08850607.2018.1418556 none defined BOOK REVIEWS Creating the New Czar MICHAEL RUBIN Mikhail Zygar: All the Kremlin’s Men: Inside the Court of Vladimir Putin PublicAffairs, New York, 2016, 371 p., $27.99. During the 2012 U.S. presidential rather than adversary conformed to debates, President Barack Obama the majority view among the foreign mocked the Republican contender, policy elite. Consider the recent former Massachusetts governor Mitt bipartisan record of outreach to Romney, for identifying Russia as Moscow: On 16 June 2001, President the greatest geopolitical threat facing George W. Bush met Russian the United States. “The 1980s are President Vladimir Putin for the first now calling to ask for their foreign time at a summit in Slovenia. While, policy back, because, the Cold War’s in hindsight, U.S.–Russia relations been over for 20 years,” quipped reached their peak in the 1990s Obama.1 during Bill Clinton’s administration, While history shows Obama wrong, Bush wanted more.
    [Show full text]
  • 1. Read the Following Information About Richard Rodriguez, American Writer, and Fragments of an Interview to Him
    Mercè Bernaus [email protected] 1. Read the following information about Richard Rodriguez, American writer, and fragments of an interview to him A view from the melting pot1 A conversation with Richard Rodriguez Scott London Related Audio Clip: Scott London talks with Richard Rodriguez about cultural identity in a world of porous borders and blurring boundaries (from the radio series “Insight & Outlook”) When Richard Rodriguez entered first grade at Sacred Heart School in Sacramento, California, his English vocabulary consisted of barely fifty words. All his classmates were white. He kept quiet, listening to the sounds of middle-class American speech, and feeling alone. After school he would return home to the pleasing, soothing sounds of his family’s Spanish. When his English showed little sign of improvement, the nuns at his school asked Rodriguez’s parents to speak more English at home. Eager to help their son, his mother and father complied. “Ahora, speak to us en inglés,” they would say. Their effort to bring him into the linguistic mainstream had far-reaching results. Rodriguez went on to earn a degree in English at Stanford and one in philosophy at Columbia. He then pursued a doctorate in English Renaissance literature at Berkeley and spent a year in London on a Fulbright scholarship. Though Rodriguez had his sights set on a career in academia, in 1976 he abruptly went his own way, supporting himself through freelance writing and various temporary jobs. He spent the next five years coming to terms with how education had irrevocably altered his life. His first book The Hunger of Memory: The Education of Richard Rodriguez, published in 1982, was a searching account of his journey from being a “socially disadvantaged child” to becoming a fully assimilated American, from the Spanish-speaking world of his family to the wider, presumably freer, public world of English.
    [Show full text]
  • FC··O~· Fr·.J.. C····0'"P:Y
    ·~f\MW·r·;; .;~FC· ·O~· f\?:'*"=.4 h/\/)*:'U't$" .'~ fR·k ...J... c····0'".... .....p:y..... VV~ f\hdk ., ·wi ,...•... I ':Pj'~ p In T' (Ie (" ?~·I f l F! ;\ S-:. ~ ,,:--..,'1:;\;1.0'.';" •.-:- cr)"~~ ••• " r.. ) J"',. J.~ ..;':'''1'';\~), .{ TP,':'.,.. ;,.~.;: ~""{ ·:.r7f\R·-./ ' ,:..N' ,t~ ",~ PF{)PLE OF "lTfU STATE OF C,ALIFOR?'--HA, j t--Jo. 3083904 ) ) APFELLANT'S ~,, , } OPENING HIUEF f'-..j;~ "I"'I'j' ,;!iN,;',\/eR'[~'l ::("("! ,", .~ ''\. .... 'S.d. Y ,[,~" J./ J ;. :; ) ) I)tfendanjj\ppellant. ) .. ~ '..""'.' '~~ ~" · ·.·.· __ v.·.········ ·.·.'.' '.~ "] i\PPE/\L FR(}\4 TIlE JIJDG\JENT (n:' 'fEE SLiPEJUOR (,(}l.,iF:.T OF TIfE S'rATE OF C,Al,IFORNIA ,;,?>.,rcr~r .j';::';; 'Y';('V lNT'V ,'I ..{);::.:;:" ,,/ .,"U ''; "H,.d,., :,>:,J C' ,,~,':i :.! J Sl.JPEHJOR, (:OURT' C/\SFNO, £3AJ0562.2,,01 ,nj'~j'" TU'C. n.L, ..'I 'l,rC}N(}n::. '" l:\":'d?L.0.•!S nr D C"'·l.. ,Jrl>'j"'j''''·B'... ,~ ., , I'{,'\.l : ::"'~)·j1'['JCn.::.·,·'x" LJ\\VOF'Fl:CES OF J(:JUt'..; P, S('EL:(]( John F. SdHl{;k~ ih,}(i J 11 JJl'~;'~ lj ". ,". <., .... - 'fro),.eo ~.,~U)'-"'Y'(l'l'.l...">:~}~.,I'. t. Si''-'''''·........ tv'V':."" ....t;;,:,...'~";.t;-,,..·':.·w .L..~ Falo AJto, C/\ 94303 1(50) 856,7963 '\ H;'r'"''{-'v .!",~, l"p,;' ~- ... ':.;;, ... : s.~"A'./ _.'I'•.•.s,,:.. .....;\ .j'w,,</t·· ....:... ~.'~· .. s~·~. NA,. 'II L:\N \JEPJ)Uf';() (,;\pjx>inted by the ('<>w":.\ SUPREME COURT, STATE OF CALIFORNIA PEOPLE OF THE STATE OF CALIFORNIA, ) No. S083904 ) Plaintiff/Respondent, ) ) APPELLANT'S v. ) OPENING BRIEF ) NATHAN VERDUGO, ) ) Defendant!Appellant. ) --------------- ) APPEAL FROM THE JUDGMENT OF THE SUPERIOR COURT OF THE STATE OF CALIFORNIA LOS ANGELES COUNTY SUPERIOR COURT CASE NO.
    [Show full text]
  • Narcotics Funded Terrorists/Extremist Groups
    A GLOBAL OVERVIEW OF NARCOTICS-FUNDED TERRORIST AND OTHER EXTREMIST GROUPS A Report Prepared by the Federal Research Division, Library of Congress under an Interagency Agreement with the Department of Defense May 2002 Researchers: LaVerle Berry Glenn E. Curtis Rex A. Hudson Nina A. Kollars Project Manager: Rex A. Hudson Federal Research Division Library of Congress Washington, D.C. 20540−4840 Tel: 202−707−3900 Fax: 202−707−3920 E-Mail: [email protected] Homepage: http://www.loc.go v/rr/frd/ Library of Congress – Federal Research Division Narcotics-Funded Terrorist/Extremist Groups PREFACE This global survey, based entirely on open sources, is intended to provide an assessment of the nexus between selected anti-U.S. terrorist and extremist groups in the world and organized crime, specifically drug trafficking, and how this relationship might be vulnerable to countermeasures. More specifically, the aim is to help develop a causal model for identifying critical nodes in terrorist and other extremist networks that can be exploited by Allied technology, just as counterdrug technology has been used in the war against drug trafficking. To this end, the four analysts involved in this study have examined connections between extremist groups and narcotics trafficking in the following countries, listed by region in order of discussion in the text: Latin America: Triborder Region (Argentina, Brazil, and Paraguay), Colombia, and Peru; the Middle East: Lebanon; Southern Europe (Albania and Macedonia); Central Asia: Kyrgyzstan, Tajikistan, and Uzbekistan; and East Asia: Philippines. These are preliminary, not definitive, surveys. Most of the groups examined in this study have been designated foreign terrorist organizations by the U.S.
    [Show full text]
  • From Czars to Commissars: Centralizing Policymaking Power in the White House
    FROM CZARS TO COMMISSARS: CENTRALIZING POLICYMAKING POWER IN THE WHITE HOUSE Parnia Zahedi INTRODUCTION In the wake of the family separation crisis at the border in the summer of 2018, Senate Minority Leader Chuck Schumer tweeted a proposal: the Trump Administration should “appoint a Czar to break thru the bureaucracy & get these kids out of limbo & back in their parents arms.”1 Seven years earlier, Senator John McCain used Twitter to complain President Obama had “more czars than the Romanovs,” a reference to the last Russian dynasty’s tyrannical emperors.2 Despite his high number of czars, President Obama was hardly the first president to employ the use of policy czars as a management tool to centralize White House policymaking power. This centralization has carried into the Trump Administration through both the use of czars and a “shadow cabinet” built of agency “watchdogs” that monitor cabinet secretaries for loyalty.3 From czars to shadow cabinets, the increasing influence of the President over administrative action has led to great controversy amongst Congress, the media, and the public. The czar label’s tyrannical roots4 reflect the central concern of presidents going outside of the Senate “Advice and Consent” process required by Article II of the Constitution to appoint powerful advisors without any accountability to Congress or the public.5 Existing academic literature focuses on this seeming constitutional conflict, with some scholars advocating for the elimination of czars, while others argue that the lack of advice and consent leads to policymaking that occurs “outside of the ordinary, Administrative Procedure Act (APA)-delimited structure of agencies.”6 This paper does not seek to further any constitutional arguments regarding czars, agreeing with scholarship that accepts the constitutionality of these presidential advisors as either 1 Chuck Schumer (@SenSchumer), TWITTER (June 24, 2018, 12:09 PM), https://twitter.com/senschumer/status/1010917833423970304?lang=en.
    [Show full text]