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1 Teacher Introduction Looking at ways that consumers pay for purchases and discussing the advantages and disadvantages of each type of payment can be an important financial lesson. By comparing payment methods, students can see the value of using different payment options in a variety of situations. As they act out the roles of cash, check, debit, credit and electronic payment characters, students will become more aware of the choices available and how to make decisions on which payment options to use. Lesson Description This lesson introduces students to different methods of payment for goods and services. The costs and benefits of each payment method are explored in a role play of a round table discussion titled Payment Parliament. Students compare use of each payment option and learn how the Federal Reserve System processes all forms of payments for consumers. Grade Level:5-8 Concepts: consumer, currency, check, debit, credit, debt, electronic payment, ATM, automatic bill pay, direct deposit, Federal Reserve System Content Standards National Voluntary Economic Content Standard #10 - Students will understand that institutions evolve in market economics to help individuals or groups accomplish goals. Banks, labor unions, corporations, legal systems and not-for-profit organizations are examples of important institutions. Jump$tart Personal Finance Standard: Planning and Money Management Standard 3: Describe how to use different payment methods. Time Required: minutes Objectives: Students will be able to: 1. Identify the types of payments used for goods and services. 2. List the advantages and disadvantages of using each method of payment. 3. Explain the Federal Reserve s role in the processing of payments. Materials Activity 1 (Role play script) Visual 1 (Role play name tags) Visual 2 (Decision grid assessment) Overhead projector/marker Straight pins
2 Preparation 1. Make copies of Activity 1 for all students. 2. Make copy of Visual 1 and cut out name tags for students to wear during the role play. 3. Make a transparency of Visual Make copies of Visual 2 for all students. Procedure 1. Introduce a discussion on methods used to pay for purchases by asking the following questions: What is your favorite place to shop? (Answers will vary and may include department, grocery, discount and specialty stores.) How do you usually pay for purchases at stores? (Answers will vary, but most students will say cash if they are paying for the items themselves. Some may say their parents pay for their purchases using other forms of payment.) Can you help me make a list of the different ways consumers can pay for goods and services? (List items on chalkboard or white board. Answers should include cash, check, debit card, credit card and electronic payments. If students do no name all of these, teacher should add these ideas to the list.) 2. Tell students that they will learn more about these methods of payment by participating in a role play titled Payment Parliament. Hand out Activity 1, Payment Parliament script. Introduce the list of characters at the top of the script, and the form of payment each represents. Discuss the roles of Fred Fed as a processing agent and Bob Banker as the narrator. Explain that the purpose of the role play is to decide which character represents the best method of payment for goods and services. Ask students to read through the scenario silently, thinking about which character they might like to play for the group reading. 3. After students have completed their silent reading, choose seven volunteers to role play the characters. (Teacher Note: You may want to give the larger roles to the students with good dramatic reading ability. The first names of the characters can be changed to accommodate males playing female roles, or vice versa.) 4. For the setting, place a large table with seven chairs in the front of the room. Ask Bob Banker to sit at the head of the table, and Fred Fed to sit at the opposite end. All other characters can choose their seats randomly, making sure their backs are not to the audience. Hand out name tags to each character. Remind them to use loud and expressive voices as they read through the role play. 5. Ask students in the audience to follow along with the role play reading, thinking about which payment method they would prefer. Read through the script orally.
3 Closure Discuss the following questions as review: 1. What are the types of payments used for goods and services? (Cash, checks, credit and debit cards, electronic payments.) 2. Name one advantage and one disadvantage of using each method of payment. (Answers will vary. Examples include the following: cash advantages - accepted by all, disadvantage - not safe to carry large amount; check advantage - safer to use, disadvantage - takes time to write; debit card advantage - easy to use, disadvantage - harder to keep track of purchases; credit card advantage - can use for larger purchases, disadvantage - fees and interest on account; electronic payments (online banking) advantage - easy to use, disadvantage - possibility of hackers and online theft.) 3. How does the Federal Reserve help in the processing of payments? (The Fed helps process cash through distributing currency and coin to banks and replacing worn and damaged bills; it is a clearinghouse for checks and helps move them safely throughout the country; its networks make it possible for debit and credit card payments to travel from bank to bank; it also helps to process online payments, direct deposits and government payments.) Assessment (Teacher Note) When presenting the assessment to students, you will need to give a brief introduction to the use of a decisionmaking grid. Show Visual 2 - Decision Grid Assessment as a transparency and explain the parts of the grid. Tell the students that the grid follows a PACED model format: P = problem to solve; A = alternatives or choices used to solve problem; C = criteria or reasons used to evaluate alternatives; E = evaluation process (+ or -) for each alternative; D = decision made through the evaluation process. Hand out copies of Visual 2 to each student. Read the introduction to the assessment together and ask it students have any questions about completing the grid. Give time to do the assessment individually, then discuss students payment choices and reasoning with the group.
4 Characters Carrie Cash, Charlie Check, Debbie Debt, Chris Credit, Ellen Electronic Payment, Fred Fed, Bob Banker Setting: Large table with chairs around to seat each character for the Payment Parliament meeting. Bob Banker: I d like to welcome you all to this Payment Parliament meeting. Our topic for discussion today is Best Payments Methods: Be All That You Can Be! I d like to remind you of our discussion rules: one speaker at a time; be courteous to others; and use good reasoning to prove your point! Who would like to start the discussion? I should be the first speaker, because I was the first payment method to exist! Charlie Check: Evidently you ve forgotten about the barter system, dear! I m talking about a payment method that everyone agreed on! Don t you remember how difficult it was to barter successfully? Where would you all be today if I hadn t come first? Cash backs up all other methods of payment! And everyone accepts cash. It s a no-brainer to just carry cash! Charlie Check: If you want an example of a no-brainer, think about this: why would you want to carry large amounts of cash when you could just write a check for your payment and keep that cash safe in the bank? It just makes good sense to write checks! Debbie Debit: It might be safe to bank your cash and write checks, but it makes better sense to use a debit card. The payment is automatically taken out of your account with the swipe of a card! Talk about convenience... Charlie check: Convenience? You re just lazy! Writing a check doesn t take that much time. And I always remember to record my payment in my checkbook so I know my account balance. Debbie Debit: I get a receipt for my debit payment, you know! So I can figure out my balance whenever I want. Chris Credit: You re forgetting about the importance of my payment method - credit! Consumers can t buy big-ticket items without the use of credit. I help people purchase computers, TVs, vacations, cars and even houses! And it s so easy to use a credit card! Debbie Debit: Yeah, it s so easy for people to get into debt through buying too many goods and services that they can t afford! Chris Credit: Consumers just need to remember to use credit wisely! They need to think about budgeting for monthly payments to pay down their debt successfully.
5 Ellen Electronic Payment: And consumers need to think about the interest and finance charges if they don t pay on time! Chris Credit: Details, details! What makes you so special, Ellen? Ellen Electronic Payment: Did you know that more electronic payments are made today than payments by check? And electronic payments cost so much less to process than a check! Charlie Check: Hey, I resent that! Ellen Electronic Payment: That s just the beginning! You can use electronic payments when you do online banking or shopping, and set up automatic bill pay for regular monthly purchases. Also, my payments are accepted worldwide! Show off! Debbie Debit: Ellen, I m a form of electronic payment too! You can use me at an ATM machine to get cash, as well as in a store to make a purchase. I vote for you, I mean the two of us, for best form of payment! Ellen Electronic Payment: And our future looks exciting! Did you know that in years to come, we will use our cell phones to buy goods and services and make electronic payments through our phone bills? We might even use our fingerprints to make purchases and payments! Debbie Debit: Wow, that is amazing! Charlie Check: You re forgetting one very important point! Safety! When you bank or purchase online, you never know who else is looking at your account. Haven t you heard about the hackers who break into accounts and steal personal information? Ellen Electronic Payment: Charlie, Charlie, Charlie - calm down! Don t you know that new security features are being added to websites all the time to keep the hackers out? There s little chance of that happening! Bob Banker: Fred, you haven t spoken yet. What s the Fed s role in all of this, and what form of payment do you prefer Fred Fed: Well, the Fed helps process all forms of payment. We distribute currency and coin to banks, and replace worn and damaged bills to help Carrie. We even work to detect and remove counterfeit bills. Thanks, Fred! You re awesome! Fred Fed: We are also a check clearinghouse. Our workers process checks received from many different banks. This helps payments move smoothly and safely throughout the country for Charlie.
6 Charlie Check: I know I could count on you, Fred! Fred Fed: The Fed also has a role in credit and debit card processing. Our networks make it possible for consumers to use these payment methods by ing banks and credit unions across the country to exchange and settle credit and debit payments. Debbie/Chris (together): Way to go, Fred! Fred Fed: As for other electronic payments, the Fed helps in a big way! our networks help banks process online payments for purchases and automatic bill pay items. We also provide direct deposit services for paychecks and government payments, like income tax refunds and Social Security checks. We are always studying trends and issues in the payment system, so we are better prepared for future changes. Ellen Electronic Payment: That s my Fred! Bob Banker: So to summarize our discussion, we have many varied viewpoints on the best method of payment. Each of you has discussed the benefits or advantages of your type of payment. Others have brought up the costs or disadvantages of each type of payment. Fred has given us the Fed s role in all payment methods. I think there s only one conclusion we can all come to. All payment methods have merit, depending on the situation and their use by the consumer. Let s call a truce! When we all agree to disagree, Carrie! It means that there s more than one good payment method for consum- Debbie Debit: ers to use. Huh? What s a truce? Oh, right! Bob Banker: This concludes our meeting of the Payment Parliament. Thank you for your cooperation in our discussion. And thanks to our special guest, Fred Fed, for informing us about the Fed s role in the payment system. Meeting dismissed!
9 Your parent has finally given permission for a total redesigning of your bedroom. The change will include new paint, bedroom furniture, wall decorations, a TV and a computer. Use the decision-making grid below to choose the best method of payment for these purchases. To use the grid, think about the criteria (reasoning) categories for each payment methods. Put a + in each box where the type of payment meets the criteria, or a - where it does not. The payment with the most pluses is the best method for your needs. Criteria Alternatives Is it easy to use? Is it safe? Is it accepted by all? Does it make good sense? Cash Check Debit Card Credit Card Electronic Payment
Teacher Introduction As more banking and shopping transactions are being done on the internet, students need to become familiar with online banking and electronic methods of payment. This role play introduces
FINAL REPORT. Boeing , C-FMXC 2 x Pratt & Whitney PW4060 Aircraft Serial Number: Year of Manufacture: 1995 Date and Time (UTC): Location: - PDF
FINAL REPORT. Boeing , C-FMXC 2 x Pratt & Whitney PW4060 Aircraft Serial Number: Year of Manufacture: 1995 Date and Time (UTC): Location:
Download "FINAL REPORT. Boeing 767-333, C-FMXC 2 x Pratt & Whitney PW4060 Aircraft Serial Number: 25588 Year of Manufacture: 1995 Date and Time (UTC): Location:"
1 AAIU Synoptic Report No: State File No: IRL AAIU File No: 2008/0005 Published: 19/11/08 In accordance with the provisions of SI 205 of 1997, the Chief Inspector of Air Accidents, on 28 January 2008 appointed Mr. Leo Murray as the Investigator-in- Charge to carry out an Investigation into this Serious Incident and prepare a Synoptic Report. Aircraft Type and Registration: No. and Type of Engines: Boeing , C-FMXC 2 x Pratt & Whitney PW4060 Aircraft Serial Number: Year of Manufacture: 1995 Date and Time (UTC): Location: Type of Flight: 28 January hrs Oceanic Reporting Point MALOT (53 N 015 W) Public Transport Persons on Board: Crew 9 Passengers 146 Injuries: Nature of Damage: Commander s Licence: Commander s Details: Commander s Flying Experience: Notification Source: Information Source: Crew 1 Passengers Nil None Airline Transport Pilot s Licence (Canada) Male, aged 58 years 18,570 hours, of which 6,744 were on type Watch Manager, Shannon ATC AAIU Field investigation SYNOPSIS The aircraft was operating a scheduled passenger service from Toronto (Pearson) to London (Heathrow). On first contact with Shannon ATC the Commander made a PAN call and requested a diversion to Shannon Airport due to a medical emergency. ATC were advised that the First Officer was incapacitated. The aircraft landed safety at Shannon where medical assistance was waiting to meet the aircraft. 1
2 1. FACTUAL INFORMATION 1.1 History of the flight The First Officer joined the flight after positioning as a passenger by air from Montreal. The First Officer arrived later than planned for his assigned duties and appeared in the opinion of the Commander to be quite harried. The Commander had prepared and completed all the preflight paperwork and arranged to meet his First Officer at the aircraft. He told his First Officer that all flight preparations were complete and to settle down and take his time. The flight departed Toronto (Pearson) on schedule. The flight climbed to Flight Level (FL) 360 and proceeded normally on North Atlantic Track W 1. As the aircraft proceeded on track, the Commander became increasingly concerned with behaviour of his First Officer. Communications at this point were with Gander Oceanic on HF 2 pending handover to Shanwick Oceanic. The First Officer had left the flight deck several times for short periods, and on attempting to re-enter the flight deck, standard procedure was not followed. In conversation he remarked several times that he was very tired. With the workload now light in the cruise, the Commander suggested that the First Officer take a controlled rest break on the flight deck. The Commander was concerned not only for the well-being of his First Officer but of the possibility of having to carry out a CAT III Autoland 3 approach in Heathrow due to low weather minima. He considered it prudent to let his colleague rest now and be fully alert for the descent and approach at the destination. The First Officer took the break as suggested on the flight deck, and was later brought some food from the galley. Following the meal he continued on the controlled rest break, about 1 hour later the aircraft approached the mid-ocean point at 30 degrees West (30W). At this point the First Officer began conversation which was rambling and disjointed in nature and not at all in character, as the Commander knew him to be an outgoing and talkative person. Past the mid-ocean point the First Officer took another extended break after which his attempt to re-enter the flight deck was contrary to procedures. The Commander again briefed his colleague on correct procedures. The First Officer re-occupied his seat but did not fasten his seat belt as is normally done. The First Officers behaviour then became belligerent and uncooperative which convinced the Commander he was now dealing with a crewmember who was effectively incapacitated. The Commander called the Incharge Flight Attendant 4 to the Flight deck to witness what was occurring and told him that he was now of the opinion that he was dealing with a flight crew incapacitation. The First Officer was informed by the Commander that he was to secure his seat belt and become co-operative or he would have to consider him incapacitated and with the resulting repercussions. The First Officer was unresponsive to this communication. The Commander then directed the Incharge Flight Attendant to secure the First Officer away from the flight controls, then with the help of other crew members, remove him from the cockpit. The crew then checked if medical assistance was available on board. One Cabin Attendant sustained a wrist injury bringing the First Officer to his seat. Two Doctors on board, one resident in the UK and the other in Canada, attended the patient. Their reports indicated that the First Officer was in a confused and disorientated state. 1 Track W: Air routes across the North Atlantic are assigned letter codes to differentiate between tracks. 2 Oceanic HF: Procedural communications by means of High Frequency radio equipment. 3 CAT III Autoland: Category III minima apply; aircraft performs an automatic landing under these conditions. 4 Incharge Flight Attendant: Operators term for the most Senior Cabin Crew Member or Purser. 2
3 The Commander reported to the Company Flight Dispatch via data-link on what had taken place. After verifying good weather at Shannon, Dublin and Manchester the Commander decided to divert the flight to Shannon. This decision was made in conjunction with the Company Flight Dispatch in Toronto. At point MALOT, where the flight was back under VHF 5 control, the Commander advised his intent to divert due to a medical emergency on board. After making a PAN (distress) call, Shannon ATC were informed that the medical emergency was due to a pilot incapacitation (the First Officer) and the flight was now a single pilot (Captain only) flight for descent, approach and landing. Prior to descent, the Commander asked the Incharge Flight Attendant to go the Passenger Information List (PIL) to see if there were any flight crew on board who might be available to assist on the Flight deck for the remainder of the flight. In the event no line pilots were on board, but one of the Cabin attendants held a Commercial Pilot s Licence, with a Multi-engine Rating, and a non-current Instrument Rating. The Commander requested that the Flight Attendant occupy the right-hand (First Officers) seat for the remainder of the flight to assist as necessary. The Flight Attendant provided useful assistance to the Commander, who remarked in a statement to the Investigation that she was not out of place while occupying the right-hand seat. As the descent was commenced the Passengers were informed that an early descent was to be made and diversion to Shannon due to a medical emergency. The descent, approach and landing were uneventful. The aircraft landed at hrs and parked on Stand 39 at Shannon at hrs. 1.2 Subsequent events The flight was met by a Doctor who rendered assistance to the ill crewmember. The First Officer was medically assessed at Shannon on arrival and then transferred to Ennis Regional Hospital for treatment. Personnel from the Airport Authority and those of the handling agent were noted by the Commander to be of great understanding and assistance. The First Officer was later joined by his wife, and remained under hospital care for 11 days where a gradual improvement in his condition was made. On 8 February he was flown home to Canada by Air Ambulance where his care continued. 1.3 Licensing Information The Commander was the holder of an Airline Transport Pilot s Licence (Aeroplanes) issued by Transport Canada on 13 December This licence was valid for single and multi-engine land aeroplanes, and included a type rating on the B767. He held a Group 1 Instrument rating valid to 1 November His medical certificate (Class 1) was dated 13 December The First Officer was the holder of an Airline Transport Pilot s Licence (Aeroplanes) issued by Transport Canada on 25 September This licence was valid for single and multi-engine land aeroplanes, and included a type rating on the B767. He held a Group 1 Instrument rating valid to 1 October His medical certificate (Class 1) was dated 25 October The First Officer was an experienced pilot with 6,581 hours total flying time, of which 3,173 hours were on the Boeing 767. As is the case for all Flight Crew, revalidation or renewal of a Medical Certificate after an extended period of illness, is subject to the individual passing the required Medical tests to the satisfaction of an Authorised Medical Examiner. Following this, the individual would have to regain currency on type which would involve training as necessary and standard Licence Proficiency Checks. 5 VHF: ATC communications using standard Very High Frequency radio equipment. 3
4 1.4 Crew Resource Management Crew Resource Management (CRM) is an essential element in the operation of commercial aircraft. Both Flight Crew and Cabin Crew are trained in CRM procedures, which involve good crew co-ordination, effective communications, good situational awareness and conflict resolution techniques. The use of CRM make optimum use of all available resources resulting in safe and effective operation of the aircraft. 1.5 Crew Incapacitation General Transport Canada, responsible for the regulation of transport in Canada, provide guidance on flight crew incapacitation under a Document TP11629 entitled Pilot Incapacitation. The following is a brief extract from that document, the full text is available through the Transport Canada website at: Recognizing Incapacitation TP11629-Pilot Incapacitation Incapacitation generally falls into two groups: 1) Subtle or Incomplete Skills or judgement may be lost with little or no outward sign. The victim may not respond to stimulus, may make illogical decisions, or may appear to be manipulating controls in an effective or hazardous manner. Failure to respond normally to two consecutive challenges or one significant warning ( You re 100 feet below decision height ) should trigger action. Symptoms may be evident only in moments of high stress or workload. The victim s condition may lead to more dramatic or complete incapacitation. Subtle incapacitation is most commonly caused by hypoxia, hypoglycaemia, extreme fatigue, alcohol, drugs or other toxic substances. Neurological problems, such as stroke or brain tumour, may also be a cause. 2. ANALYSIS During the pre-flight preparations there was a potential for the flight to depart behind schedule. When the First Officer reported for duty he was undoubtedly under considerable pressure, reporting after positioning flight later than planned. The Commander however had the situation very much in hand with the flight planning and pre-flight duties taken care of. On his arrival on the flight deck, he made this known to his First Officer and set a good tone prior to commencing the flight. During the cruise the Commander became aware all was not well with his colleague. He suggested he take a break, not only for his immediate well-being, but considering the high workload in London airspace and expected Autoland approach. The situation continued to deteriorate and it soon became apparent that the First Officer was quite ill. For his own wellbeing and the safety of the aircraft, the most appropriate course of action was to stand him down from duty and seek medical attention which was available on board. The decision to divert to the nearest suitable Aerodrome was prudent. 4
5 Operations were briefed via data link and as soon as standard VHF communications were available at MALOT the situation was made known to Shannon ATC who arranged for Medical personnel to meet the aircraft on arrival. Incapacitation of a member of flight crew is a serious incident. The onset of subtle incapacitation is sometimes difficult to detect, and then in all probability more difficult to deal with. The Commander realising he was faced with a difficult and serious situation used tact and understanding and kept control of the situation at all times. The situation was dealt with in a professional manner, employing the principles of Crew Resource Management (CRM). As such the Commander and Flight Attendants should be commended for their professionalism in the handling of this event. 3. CONCLUSIONS (a) Findings 1. The Flight Crew were properly licensed for the flight undertaken. 2. As the flight progressed, it became apparent to the Commander that the First Officer was suffering from an unknown medical condition which impaired his ability to carry out his required duties on the flightdeck. 3. The Commander utilised the principles of CRM to deal effectively with a difficult situation. 4. The Cabin Crew (Flight Attendants) assisted the Commander in dealing with the situation and facilitated in the safe outcome of this event. 5. The flight was diverted to the nearest suitable airport where a safe landing was made. 4. SAFETY RECOMMENDATIONS This Investigation does not sustain any Safety Recommendations. - END - 5
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1 Lesson Plan: Islamophobia in the Shadow of 9/11 Grades Purpose In this lesson, students will critically analyze various media for manifestations of Islamophobia. They will also learn to recognize the ways in which Islamophobia enters into discussion of social and political policy options. Objectives Extreme forms of Islamophobia are readily apparent. In this lesson students will learn to recognize subtle forms of Islamophobia in news media, in public discourse, and in academia. Vocabulary Islamophobia, terrorism, Al-Qaeda, subnational groups Activities/Procedures The following exercises may be conducted as discussions of the whole class or in Overview Islamophobia has been a significant feature in American life going back at least to the early 20th century and the portrayal of Muslims in the famous Rudolph Valentino movie The Sheik. But after the events of September 11, 2001, Islamophobia in America took on a new significance. Since then, it has played an important part in our national discussion of racial profiling, public security, foreign and military policy, and our sense of America as a melting pot. Islamophobia tends to be reinforced by 9/11 anniversary activities because remembrance activities and news coverage often fall into stereotypical characterizations and use language that emphasize Islam as the other, a dangerous, threatening enemy. This lesson plan is intended as a supplement to September 11 remembrance activities. small groups. Not all exercises need to be included in each group discussion. But Excercise #1 should be included in all discussions because it provides important definitions of Islamophobia that are relevant to each of the other exercises. Exercise #1 Islamophobia Here are two definitions of Islamophobia: An exaggerated fear, hatred, and hostility toward Islam and Muslims that is perpetuated by negative stereotypes resulting in bias, discrimination, and the marginalization and exclusion of Muslims from social, political, and civic life. (Ali, Wajahat, Duss, Matthew, Fang, Lee, Keyes, Scott, and Shakir, Faiz, 2011, Fear, Inc.: The Roots of the Islamophobia Network in America, Center for American Progress.) Islamophobia refers to unfounded fear of and hostility towards Islam. Such fear and hostility leads to discrimination against Muslims, exclusion of Muslims from mainstream political or social process, stereotyping, the presumption of guilt by association, and finally hate crimes Islamophobia has resulted in the general and unquestioned acceptance of the following: Islam is monolithic and cannot adapt to new realities. Islam does not share common values with other major faiths.
2 Islam as a religion is inferior to the West. It is archaic, barbaric and irrational. Islam is a religion of violence and supports terrorism. Islam is a violent political ideology. (Council on American-Islamic Relations (CAIR), How are these definitions similar? How are they different? Do you think it s true that there is general and unquestioned acceptance of the five statements in the second definition? Have you observed or experienced any of the manifestations of Islamophobia described in these definitions? Can you give examples of negative stereotyping of Muslims or of fear or hostility to the Muslim faith in television shows, movies or news reports that you have seen? Exercise #2 Terrorism Here are four definitions of terrorism: The term terrorism means premeditated, politically motivated violence perpetrated against noncombatant targets by subnational groups or clandestine agents, usually intended to influence an audience. (Title 22 U.S. Code, Section 2556f(d)) The calculated use of unlawful violence or threat of unlawful violence to inculcate fear; intended to coerce or to intimidate governments or societies in the pursuit of goals that are generally political, religious, or ideological. (U.S. Department of Defense Dictionary of Military Terms) Terrorism is the use of violence against people or property to try to force changes in societies or governments. (Danzer, G. 2005, The Americans, Boston; Houghton Mifflin/McDougal.) Terrorism is the use of violence by non-governmental groups against civilians to achieve a political goal. (Remy, Richard C., 2006, United States Government: Democracy in Action, Columbus, OH; Glencoe/McGraw-Hill.) These definitions have important differences. Which ones allow for the possibility that terrorist acts can be committed by a national government? Which ones consider that only noncombatants or civilians can be victims of terrorism? Do you agree with the idea that only non-combatants or civilians (and not members of the military in active sedrvice) can be victims of terrorism? The following four people either engaged in or headed groups that engaged in violent acts in pursuit of political goals. Would you consider each of them to be terrorists? Why or why not? George Washington Nelson Mandela Fidel Castro Yasser Arafat
3 What does it mean to say that One person s terrorist is another person s freedom fighter? Exercise # 3 September 11 and the War on Terror After the attacks on September 1, 2001, President George W. Bush declared a War on Terror. He said that the war would not end until every terrorist group of global reach has been found, stopped, and defeated. Ten years later, Lady Eliza Manningham-Buller, former director general of Britain s Security Service charged with protecting the UK against threats such as terrorism, said that the September 11 attacks were a crime, not an act of war and that I never felt it helpful to refer to a war on terror. The distinction between criminal acts and acts of war is a critical one that has implications for foreign policy, military action, application of legal principles, limitations on civil liberties, and on debate over the acceptability of U.S. use of torture techniques and the use of drones to kill suspected terrorists. Do you consider that the attacks on September 11, 2001, were criminal acts or acts of war? Why? What s the difference? Is it more precise to describe the events of September 11, 2001, as an attack on America or as coordinated attacks on the World Trade Center and the Pentagon? Why? Which of the following best describes the perpetrators of the September 11 attacks: Al-Qaeda operatives, international terrorists. Islamic terrorists, or fundamentalist terrorists? What makes your choice better than the other alternatives? Exercise #4 Evaluate a Textbook Read the two selections from the 2006 textbook United States Government: Democracy in Action (written by Richard C. Remy and published by Glencoe/McGraw-Hill). The first selection poses the question: How is the role of religion different in Islamic governments than in democratic ones? Note that the question counterposes Islamic and democratic as comparable adjectives describing types of governments. This statement would it be more objective if it compared the role of religion in Islamic, Christian, Jewish or Buddhist governments or if it compared authoritarian vs. democratic governments. The section called Islamic Governments begins with the sentence, Islam is a religion spread by the prophet Mohammad, who lived from A.D. 570 to 632. Note the use of language: Islam is a religion spread by rather than Islam is a religion based on teachings... Analyze the rest of the first segment and assess how it addresses the issues raised in in the definitions of Islamophobia in Exercise 1.
4 The second selection includes sections called International Terrorism and A New Terrorist Threat. The International Terrorism section links together terrorist attacks, Middle Eastern groups, Muslim fundamentalists, and the governments of Libya, Syria, Iraq and Iran. However, it doesn t mention the fact none of the perpetrators of the September 11 attacks were from these four countries. Nor does it say that Libya, Syria and Iraq were among the most secular nations in the region at the time and and were not involved in supporting Muslim fundamentalists who turned to terrorism to achieve a return to traditional Muslim religious laws. The New Terrorist Threat section discusses the rise of Osama bin Laden and Al-Qaeda, which it says recruited Muslims and channeled money and arms to the Afghan resistance to the Soviet supported government of Afghanistan. It does not mention that the U.S. also channeled money and arms to the Afghan resistance. Did the U.S. support of the Afghan resistance make the U.S. a state sponsor of terrorism? Analyze the rest of the second segment and assess how it addresses the issues raised in in the definitions of Islamophobia in Exercise 1. Pay special attention to incomplete, missing or misleading information that could cause the unwary reader to false or prejudicial conclusions. Exercise #5 Evaluate Newspaper Articles Read the two newspaper articles Good life returns to Timbuktu (by Robyn Dixon, Los Angeles Times, February 12, 2013) and Jihadists Launch Surprise Attack (by Kirsta Larson, Associated Press, U-T San Diego, February 11, 2013). Both articles address events in northern Mali but they are strikingly different in word choice and contextual facts. The Los Angeles Times article refers to militants, insurgents, extremists occupiers zealots who tried for nine months to impose their extreme form of Islam. Among them were members of a group related to Al Qaeda. The U-T San Diego article refers to jihadists, Islamic fighters, Islamic radicals, Islamic combatants, Islamic rebels, and Islamic extremists. Approximately 90 percent of people in Mali are Muslims, including members of the Malian army and residents of the city of Gao (the subject of the U-T San Diego article). So what clarity does repetitious use of the word Islamic bring to the story? Thinking of the 5 statements in the definition of Islamophobia in Exercise 1, review the two articles and assess how each addresses the issues raised in the 5 statements. Resources/Materials Needed Chapter 25, Section 2 Authoritarian Governments, Remy, Richard C., United States Government: Democracy in Action. Chapter 25, Section 4 Global Issues, Remy, Richard C., United States Government: Democracy in Action. Good life returns to Timbuktu, Los Angeles Times, February 12, Jihadists Launch Surprise Attack, U-T San Diego, February 11, These documents are included under the Fair Use provisions of the U.S. Copyright Act.
Unit I: Human Behavior Grade Levels: 10-12 Time: 80-100 minutes Lesson HI-3: The Allure of Terrorism Objective: The student will investigate the relationship between the environment and individuals who
Saied Reza Ameli and Arzu Merali Environmentof Hate: The New Normal for Muslims in the UK EXECUTIVE SUMMARY: Environment of Hate: The New Normal for Muslims in the UK A report by Saied Reza Ameli and Arzu
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Cardiff School of Journalism, Media and Cultural Studies. The Representation of British Muslims in the National Print News Media 2000-2008
ISLAMOPHOBIA AN INVESTIGATION Enquiries, assignments and discussions: six papers These papers were prepared for a two-hour session at a university in England in February 2013. The purpose was to introduce
2 The Format Paper feature works with any word processor capable of producing rich text format (RTF) documents Macintosh Cite While You Write Microsoft Word 2008/2011 The Format Paper feature works with any word processor capable of producing rich text format (RTF) documents. 1.4 General Statistics Store up to 50,000 references if you do not have EndNote X6 or later, or an unlimited number of references with EndNote X6 or later Create and share up to 5,000 personal groups 3 ResearcherID groups (if you also have a ResearcherID account) References in your ResearcherID groups count towards the total per library reference limits 50 predefined reference types 2 Register for an EndNote Account To use EndNote online you need to register for an account. Your account name will be your address. Please use a permanent address. This address will be used to send you important information about your account. You will also need to create a strong password including at least one number and one symbol, and it must be at least 8 characters long. 2.1 Institutional Access to EndNote online and Roaming If you have already created a personalized Web of Knowledge profile or ResearcherID account, use the logon for that; you do not need to create a new account. 2.2 EndNote Online from an EndNote Purchase If you are using EndNote, you can also register through the Sync section of your EndNote preferences, or during your first synchronization in EndNote X7. 3 The My References Tab Your Home Base for Working in EndNote online The My References tab displays the contents of your EndNote online library. From here you can view the complete list of references, or only the references in a single group. If other EndNote users have shared groups with you, these can also be displayed on the My References tab. The Quick Search feature is also accessed on this tab, allowing you to search your entire EndNote online library, or just a single group. June 4, 2013 Endnote Online.Docx Page 2 of 13
3 As you add references to your library and organize them into groups, you will see the results shown here, on the My References tab. 4 Collecting References The Collect Tab References can be entered in your EndNote online library in several ways. 1. References can be transferred from an EndNote library (EndNote X.0.2-X5) or synchronized with an EndNote Library (EndNote X6 or later) 2. References can be exported from the traveling library contained in Word documents 3. References can be exported directly from some online databases, such as the Web of Science, using Direct Export 4. Some online databases can be searched from within EndNote online and the search results transferred to the EndNote online library 5. References can be saved as text files and then imported into EndNote online 6. References can be manually typed into EndNote online records Numbers 1 3 will be dealt with below. Numbers 4 6 can be accessed through the Collect tab. 4.1 EndNote Sync EndNote X7 or later can synchronize an unlimited number of references and 5,000 groups between an EndNote online and desktop library, including up to 5 gigabytes of attachments. References can also be synchronized to a second desktop computer and/or an EndNote ipad library (EndNote for the ipad is available in the itunes store, with a price of $.99 until July 31, 2013). For the first synchronization on any device, there are several important considerations. 1. For the first synchronization on any device, ALL references and custom groups will be copied in both directions. This will result in duplicates if the same references reside on the device and EndNote online. 2. References and custom groups will be synchronized, but group sets, smart groups, and combined groups (groups from groups) will not be synchronized between your EndNote desktop and online library. Therefore, if two groups in an EndNote desktop library have the same name, but are under different group sets, they will have the same name in EndNote online, but will have no group set to distinguish them. Consider renaming groups of the same name to more easily tell them apart in EndNote online before your first synchronization. 3. If you synchronize to a second or third computer using EndNote X7, group sets will also be synchronized, but only on the desktop (in X6, all groups will appear under an Unfiled Groups group set and you will have to recreate your group sets). 4. Only one EndNote library on a device and one EndNote online account can be synchronized, so it is best to keep all your references in one library and use groups to categorize them. June 4, 2013 Endnote Online.Docx Page 3 of 13
4 5. Make a backup copy of your EndNote desktop library before your first synchronization by selecting Compressed Library from the File menu. This provides a backup in case you have problems. EndNote will prompt you to do this, but this command can be used to create a backup of your library at any time. This backup will have a.enlx extension. Any compressed library created after your first synchronization will contain synchronization information, so you want to make a backup before your first sync. 6. If you delete references or attachments from one library, they will be deleted from the other synchronized libraries with the next synchronization. 7. Synchronization will always be of the complete library. There is no selective synchronization. 4.2 Transfer from EndNote (EndNote X5) You will be presented with a window where you can select which direction you wish to transfer your references, either from EndNote desktop to EndNote online, or EndNote online to EndNote desktop. You can also select specific groups for transfer. The Transfer feature is not available in EndNote X6 or later. The transfer feature copies references, it does not synchronize references Transferring File Attachments with EndNote X5 By default EndNote X5 will also transfer files and figures attached to records. This option can be deselected. When transferring references with attachments, all new attachments are transferred in both directions regardless of the selected transfer direction. That is, attachments are added to both sides during a transfer even though the transfer occurs in one direction. Points to consider: If you delete an attachment from a reference in EndNote desktop, then you must manually delete that attachment from the reference in EndNote online and vice-versa if you wish to keep the two references in sync. EndNote online has no limit on the number of file attachments per reference. When transferring references with attachments from EndNote online to EndNote desktop, all attachments are transferred to the desktop, even if this number exceeds the 45 file attachment limit in EndNote. 4.3 Exporting References from the Traveling Library Please see the section 8.7 on exporting references from the traveling library later in this outline. June 4, 2013 Endnote Online.Docx Page 4 of 13
5 4.4 Direct Export Direct Export provides a quick and easy way to transfer data from online databases that support it. Direct Export requires the EndNote online plug-in for Internet Explorer or Firefox for all databases except those from Thomson Reuters Web of Knowledge or EBSCOhost Thomson Reuters Web of Knowledge (with and without the Plug-in) After obtaining your results in the Web of Knowledge, select the references you want to export to EndNote online, then select the EndNote Web button (if you do not have the plug-in installed) or the EndNote button to save your references. (Note that EndNote Web was the previous name for EndNote online.) The references you selected will be imported into the Unfiled folder in your EndNote online library. If you are simultaneously logged on to both the Web of Knowledge and EndNote online, references that were imported from the Web of Knowledge will show links between the two Other Databases Using Internet Explorer Plug-in Direct Export with the Internet Explorer plug-in for Windows will give you an option of importing references from many online databases into either your EndNote or EndNote online library during the import process Other Databases Using Firefox Plug-in Direct Export with the Firefox plug-in works on both Windows and Macintosh computers and allows you to import references from many online databases into EndNote online. Note that this option does not give you a choice between downloading to EndNote or EndNote online during each import as the plug-in for Internet Explorer does. However, you can set in your Firefox options whether you wish to import to EndNote online or into EndNote. Importing into an EndNote library requires separate setup. 4.5 Online Search The default option when you click on the Collect tab is Online Search. This option allows you to search online databases from within EndNote online. With the exception of the PubMed and Web of Knowledge databases, this feature is limited to searching databases using the z39.50 Internet protocol. This is a special protocol designed for the search and retrieval of bibliographic data. Because of this special protocol, there are limitations in how this feature works with firewalls and proxy servers. In general you will be able to search public access databases such as university book catalogs, large public library catalogs, and national catalogs such as the Library of Congress without problems. However, subscription catalogs that require IP authentication will not work because this protocol does not work as your browser does and June 4, 2013 Endnote Online.Docx Page 5 of 13
6 will not be able to send an authentication through a proxy server. You will still be able to access these databases and import the references into EndNote online using one of the other methods of importing. To begin an Online Search, select the drop-down menu above the Connect button. You will see a list of available online catalogs. Please note that EndNote online administrators for your site can control which online catalogs are displayed on this list, so the list may vary in length. If you see more options that you want to work with, you can customize this list by selecting the Select Favorites link. After you select favorites, only your favorites will be available in the drop-down list. Select the catalog you wish and click on the Connect button. You will be presented with a search window where you can enter your search criteria, then click on the Search button to perform the search. EndNote online will report how many references were found. Click on the Retrieve button to retrieve the references. The references will appear in the Online Search Results list. Mark the references to copy to your personal EndNote online library, then select the group they will be added to from the drop-down list. The marked references will be added to that group and can then be viewed on the My References tab. 4.6 Import References Saving Data from Online Databases All importing uses a pattern matching process where the pattern of the tags in the data is matched against the pattern of the tags in the import filter. It is very important that data be saved in the tagged format that matches the filter that will be used to import it. Below is an example of tagged text. The tags are on the left and the data follows them. TI - The Scale and the Feather: A Suggested Evolution AU - Rex, Tiberius Instructions on how to save the data will vary depending on the database provider. You can find instructions for many different database providers in the EndNote online Help files. Select the Help link in the upper right corner of the EndNote online screen. Click on the Import Formats link under the Collect Heading. This will display a table with instructions for saving the data from different providers so that it will match the EndNote online filters. Locate the database provider for your data on this list. You can usually find the database provider s name on the web page you are searching, often in a page header. Save (download) the data according to the instructions in the table. It is best to save the data somewhere you will easily remember, like your desktop. Return to your EndNote online library to import the data. June 4, 2013 Endnote Online.Docx Page 6 of 13
7 4.6.2 Importing the Saved Data On the EndNote online Collect tab, select the Import References option. Click on the Browse button to select the data file you saved (downloaded). Locate the file you saved. EndNote online may not always display the download location, but will display a standard dialog window where you can locate it. Select the matching filter from the Import Option drop-down list of available filters. If you do not want to see the complete list, you can customize this list just as you did the list in Online Search. Select the group you want to import into from the To drop-down list. Click on the Import button. Your saved references will be imported into the group you chose, and you can view them using the My References tab. 4.7 The Capture Button and Bookmarklet The Capture button on the Internet Explorer or Firefox toolbars for EndNote online can be used to import data from the Web that is not within bibliographic databases, such as book information from Amazon.com or video information from YouTube videos. Please note that it will generally not import all the information, so you will need to add the rest manually. The Internet Explorer plug-in may require administrator access to install on your computer. If you are unable to install it, you can still use the Capture button by installing the Capture bookmarklet. You can find the Capture bookmarklet in the Download Installers section on the Options tab. Some databases will allow you to capture multiple records while others may only allow you to capture one record at a time. 4.8 New Reference Unfortunately, not all references can be imported from online databases, so you may occasionally need to enter a reference manually. You can do this by selecting the New Reference option on the Collect tab. The reference type you select will determine which fields are available in the data entry screen. Some fields have special properties and must have information entered in special ways. Personal author and editor names should be entered in the format Last Name, First Name and each name should be entered on a new line. So John Smith and Peter Jones would be entered as Smith, John Jones, Peter For corporate names, put a comma at the end of the entire name. So the University of California would be entered as University of California, The Year field should have all four digits of the year. June 4, 2013 Endnote Online.Docx Page 7 of 13
8 Keywords must be entered with each keyword on a separate line, much like authors. File Attachments: You can attach up to 5 files at a time, but there is no limit to the total number of file attachments per record. There is no restriction to the size of individual file attachments; however, there is a limit of 5G total attachments for EndNote X6 or X7 users, and 2G attachments for everybody else. Figure Attachments: You can attach only one figure per record. There is no restriction to the size of a figure attachment, but figure attachments do count towards the attachments limits for your account. At the bottom of the data entry screen you can select the groups you wish to add this reference to. Reference data will be saved automatically as you type. 5 The Organize Tab This is where you can organize your library into groups, share your groups with other EndNote online users, and configure how groups other users have shared with you will be displayed and used. 5.1 Manage My Groups The Manage My Groups option will let you create up to 5000 groups within your EndNote online library and share them with others. Mark the Share box to share a group with other EndNote online users, then select Manage Sharing for the group. You will need to enter the EndNote online account name ( address) for each user s account you want to add. File attachments are not shared: only the owner of the group will see file attachments. Select Rename to change the name of one of your groups. Select Delete to delete a group. 5.2 Others Groups Just as you can share your groups with other EndNote online users, they can share their groups with you. However, you may not wish to see all of their groups or have all of their groups searched when using Cite While You Write (CWYW). Here you can select which groups others have shared will be displayed on the My References tab and if they will be searched with CWYW. You can change these options at any time. 5.3 Find Duplicates The find duplicates option will search your EndNote online library for duplicates and automatically mark the newer duplicate references. EndNote online will consider a reference a duplicate if the authors, title, year, and reference type are the same. June 4, 2013 Endnote Online.Docx Page 8 of 13
9 Duplicates can be added to your Quick List or a group of your choice, or deleted, in this screen. 5.4 Manage Attachments This option displays a list of all file and figure attachments, as well as information on how much of your allocated attachment space you have used. 6 The Format Tab Here you can create independent bibliographies, format papers using word processors other than Microsoft Word, download the Microsoft Word plug-ins, and export references so they can be imported into other database or bibliographic software programs. 6.1 Bibliography (Optional) This option allows you to create independent bibliographies according to the style of your choice. Bibliographies can be created from a single group, all the references in your library, the references in your Quick List, or from groups others have shared with you. The bibliographic styles list can be customized to include only the styles you work with using the Select favorites option. Bibliographies can be saved as text files, rich text files (which can be read in almost all word processors), or HTML files for the Web. After selecting the references, styles, and output file format, you can Save your bibliography to a file on your computer, your bibliography, or Preview and Print your bibliography. 6.2 Format Paper (Optional) EndNote online can be used to format citations and bibliographies in any word processor that can create a rich text format (RTF) file or with Open Office. To prepare a document for formatting For each citation in the paper, insert the author s last name and the year in a set of curly brackets in this format: {Smith, 1980}. For grouped citations, insert the citations in a set of curly brackets with semicolons between them, in this format: {Smith, 1980; Jones, 1990}. If there may be more than one citation in the library with the same author and year, add a portion of the title to the citation after a second comma: {Smith, 1980, dinosaurs extinction}. Add any line spacing to the end of the document and a bibliographic title. Save the document as an Open Office (.ODT) document if using Open Office, or as a rich text format (RTF) document if using any other word processor. Close the document. June 4, 2013 Endnote Online.Docx Page 9 of 13
10 After preparing the document, select the Format Paper option on the Format tab in EndNote online. Select the document you prepared and saved using the Browse button. Select the bibliographic style from the drop-down list. Click on the Format button to format the paper. EndNote online will create a copy of the document with formatted citations and bibliography. By default, it will assign a name to the new document by combining the old name and the name of the bibliographic style that was selected for the document. This new document can now be worked with as you would any other word-processing document. 6.3 Export References (Optional) This feature works much like the Bibliography feature. You can export all the references in your library, your Quick List, the references in a specific group, or references in a group someone has shared with you. The main differences between this and Bibliography are that References exported using Export References will always be saved as plain text files because they are meant to be imported into other database or bibliographic software programs. The bibliographic styles available here are either delimited or tagged and are designed to be imported into other programs. 6.4 Cite While You Write Plug-In Selecting the Cite While You Write Plug-In option on the Format tab allows you to download and install the Cite While You Write (CYWY) plug-in for Microsoft Word. You do not need to install the plug-in if you are using EndNote because EndNote includes CWYW plug-ins for both EndNote online and EndNote desktop. 7 Quick Search The Quick Search feature in EndNote online is very similar to that of many online database search engines. It will search all fields in the library, and you can search the entire library or just one group within the library. There is no way to limit your search to specific fields, as there is in EndNote on the desktop. Search terms can be combined or limited as shown in the examples below. dinosaur extinction: Enter multiple words to search for all records containing any of those words. This search would find any record containing either dinosaur OR extinction. June 4, 2013 Endnote Online.Docx Page 10 of 13
11 dinosaur extinction : Enter a phrase in double quotation marks to find records containing that phrase. This search would find only records containing the phrase dinosaur extinction. dinosaur +extinction: Place a plus sign (+) in front of any word that must be present in the records found. This search would find only records containing dinosaur AND extinction. The words would not need to be in the same field, but both would have to be present in the record. dinosaur -extinction: Place a minus sign (-) before any word that must not be present in the records found. This search would find records that contained dinosaur but did not contain extinction. Note that the minus sign can only be used in combination with another search term, so you could not enter extinction alone, for example. 8 Cite While You Write (CWYW) The EndNote online Cite While You Write commands will display a menu and toolbar if used in Word 2003, 2008, or 2011, and a tab on the Word ribbon if used with Word 2007, 2010, or These commands will allow you to search your EndNote online library for references, insert those references into your Word documents, and instantly format the citations and bibliography according to the bibliographic style of your choice. The toolbar as it will appear in Word 2003, 2008, 2011 and the EndNote online tab for the Word 2007, 2010, 2013 ribbon. Word 2003, 2008, 2011 Word 2007, 2010 Shown below are the buttons for the Cite While You Write commands and short descriptions of their functions. Please note that I have added circles and arrows to some graphics to point out exactly where to click on some buttons that have multiple options on drop-down lists. If you are looking at a color version of this outline, you will see them in bright red (versus the darker red that is part of the original graphics). 8.1 Find Citation This command opens a search window where you can enter text that is in any field of the reference you wish to find. You can then select references from a list of those that contain your search terms and insert them into your paper. June 4, 2013 Endnote Online.Docx Page 11 of 13
12 8.2 Go to EndNote online/go to EndNote Web This command will take you to your EndNote online library. 8.3 Format Bibliography This command will allow you to change the EndNote online style used for your document. It will also let you make other changes to the layout of your bibliography, such as adding titles and changing the line spacing. (In Word 2007, 2010, or 2013, if you wish to change just the style, you can do that using the drop down styles list. If you wish to update your citations and bibliography, you can do just that using the Update Citations and Bibliography command. If you wish to do both of these, as well as change line spacing, add titles, and access other formatting options, click on the small arrow at the bottom right of this button (the one the larger arrow is pointing at) to bring up the full Format Bibliography window.) 8.4 Edit Citation(s) This command must be used to make changes inside a citation, such as adding page numbers or removing author names from author-date citations. 8.5 Unformat Citation(s)/ Convert to Unformatted Citations (Word 2007, 2010, 2013) This command will remove the formatted bibliography and citations and replace all citations with plain-text placeholders that EndNote online can match to library records to create formatted citations. This command is commonly used when moving documents between word-processing programs. June 4, 2013 Endnote Online.Docx Page 12 of 13
13 8.6 Remove Field Codes/ Convert to Plain Text (2007, 2010, 2013) This command will create a second copy of the document with all EndNote online field coding removed (you can generally recognize field codes such as formatted EndNote online citations by their turning grey when you select them in Word). It is used when sending documents to a publisher because the field coding used for EndNote online citations can sometimes cause problems for publishers page layout programs. Please note that this command does not create a.txt plain text file; it creates a Microsoft Word document with the EndNote online field codes removed. 8.7 Export Traveling Library EndNote online creates a hidden traveling library containing only the references used in each paper. This traveling library is part of the coded information contained in each citation. Use this command to export the references in this traveling library to your EndNote online library. 8.8 Cite While You Write Preferences Use this command to set preferences for EndNote online s Cite While You Write settings for future documents, and to switch between using EndNote or EndNote online in Word. 8.9 Help This command will let you access the help files for EndNote online. June 4, 2013 Endnote Online.Docx Page 13 of 13