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Forms of domestic terrorism
Forms of domestic terrorism
Rise of domestic terrorism in the us
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"We therefore advocate a revolution against the industrial system." -Ted Kaczynski
The sun rises to a deep spring-blue sky on Sunday the Fifth of May 2017; 51,000 people are converging on downtown Spokane for the 39th running of the Bloomsday road race. Thirty miles to the south, near the town of Fairfield, a small cluster of people watch from a distance as two men in protective coveralls and respirators pour fifty gallons of a clear fluid into the payload compartment of a Bell 300C helicopter. The crop duster, which was purchased for cash in Walla Walla, is a descendent of the Korean War era helicopters depicted on the television series MASH. After the liquid is loaded, and the outside of the helicopter is sanitized, the pilot runs through his preflight checklist and fires up the engine. Thirty minutes later, moments before the starter fires his gun into the air, the helicopter swoops in low over Riverside Avenue, coming from the east so the sun is to the pilot's back. As the pilot reaches the near edge of the crowd, his right hand depresses to trigger on the control stick and begins to spray his payload on the assembled runners.
Although the liquid evaporates before reaching the ground, most runners withdraw from the race. The continuing news coverage of the event reports that authorities are unable to trace the aircraft and cannot identify the mysterious liquid.
Around 7:30 that same evening, the first of the exposure victims checks in to the Emergency Room at Sacred Heart Medical Center complaining of a general malaise. Before the hour is up, thirty more people are in the waiting room with a similar condition. By midnight, in a scene repeated at all of the Spokane area hospitals, hundreds of people line the hall...
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...Port Townsend, WA: Loompanics Unlimited, 1997.
"John Brown's Early Life." The John Brown Homepage. Norfolk Academy.
http://www.norfacad.pvt.k12.va.us/project/brown/brown.htm. 28 May 2014.
Kaczynski, Ted. "Unabomber Manifesto." Time.com. 1997
http://www.time.com/time/reports/unabomber/manifesto_toc.html. 28 May 2014.
Kuroda, Tadahisha. "Case Study: Shays Rebellion." GH 322 History and Political Thought of the American Revolution Home Page. Skidmore College.
http://www.skidmore.edu/~tkuroda/gh322/shayscase.htm. 28 May 2014.
"Meet the E.L.F." Home Page. Earth Liberation Front. 2014
http://www.earthliberationfront.com/about/. 28 May 2014.
"Shays' Rebellion." Wintergreen Associates. 2 July 2012 http://shaysnet.com/dshays.html. 28 May 2014.
"Terrorism". Federal Emergency Management Agency. 10 Jan. 2013 www.fema.gov. 28 May 2014.
Gary B. Nash argues that the American Revolution portrayed “radicalism” in the sense on how the American colonies and its protesters wanted to accommodate their own government. Generally what Gary B. Nash is trying to inform the reader is to discuss the different conditions made by the real people who were actually fighting for their freedom. In his argument he makes it clear that throughout the revolution people showed “radicalism” in the result of extreme riots against the Stamp Act merchants, but as well against the British policies that were implemented. He discusses the urgency of the Americans when it came to declaring their issues against the British on how many slaves became militants and went up against their masters in the fight
Aaron Hernandez was born on November 6th, 1989. He was 6ft 2inches tall and weighed 245 pounds. Aaron Hernandez died when he hung himself in his prison cell. Aaron was a wide receiver, defensive end, and tight end for his high school team the Rams. His father Dennis died in 2006, which his mother said greatly affected him. In college Aaron chose to play for the University of Florida. He started 3 games for the Gators. “Hernandez finished his college career with 111 receptions for 1,382 yards and 12 touchdowns” (1). “In 2010 Aaron was drafted into the NFL. He was drafted by the Patriots, and played until 2012. His contract was renewed, and instead of $200,000 bonus, he got a $40 million bonus.”(2) One year later, Aaron Hernandez was found guilty of murdering Odin Lloyd. Aaron was sentenced to life in prison. And to go along with that he was accused of a “homicide in 2012 of
Brooks, Rebecca B. "The Boston Massacre." History of Massachusetts. N.p., 10 Nov. 2011. Web. 22 Apr. 2014.
Although he didn't carve out a starting role on the team until nearly half way through the season, he was an integral part of the Patriots offense. He put up five hundred and sixty-three receiving yards, averaging twelve-point-five yards per catch. The next year, Aaron became an even bigger part of the Patriots offense, recording nine hundred and ten receiving yards with seventy-nine receptions, averaging eleven-point-five yards per catch. He was rewarded with a five year contract extension for forty million dollars, with twelve-point-five million guaranteed at signing after the two thousand and eleven season. At the time, his signing bonus was the highest ever for a tight end. At this point the Patriots, along with the entire league, believed they had made a massive steal by drafting Aaron in the fourth round in two thousand and ten. He had been everything teams had expected him to be, excluding, of course, the behavior they believed would follow Aaron to the pros. He had been the opposite of a distraction actually. Thus far into Aaron's career, he had been what some would call a model citizen. When Aaron signed his contract, it appeared Aaron had his life in order, and that he was on his way to fulfilling all of his potential, and enjoying a long and productive career.
In Plato's The Republic, justice is depicted as a major part in a perfect society. Justice is said to breed a good society, whereas injustice will breed a bad one. Plato defines justice in dialogue as "keeping what is properly one's own and doing one's own job." (Pg. 146) Under the rules set for this perfect society, people are to practice the one profession at which they perform best. This profession also corresponds to a certain social class. Under no circumstances can one change this profession. Along with a set occupation, Plato has also determined that the perfect community would regulate what children (and the community) are taught, and to what the children will be exposed.
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
Hamlets doubt infiltrates all aspects of the play, from his inner struggles with identity to his enemy Claudius and every character in between. Hamlet never quite overcomes this until shortly after he himself falls victim to both his doubt and Claudius’ and Laertes’ trap. Only after being stabbed by the poisoned rapier and hearing directly from Laertes that he was set up can he act with out doubt. In his final moments with Claudius soon to be dead and his mission and doubt over come, Hamlet tells Horatio to live nd tell his story. In this moment of clarity for hamlet he is able to see life as worth living for his friend outside the shroud of revenge and death that he had until recently been under.
There a small but clear differences between domestic terrorism and international terrorism, that difference is where the terrorist act is planned, supported, and carried out. In the case of domestic terrorism, the act must be planned, supported, and carried out all within the boundaries of the United States. The domestic terrorists must also be domicile to the United States and not be current foreign nationals at the time of the act. If the terrorist act is committed with help from a foreign group, planned or supported in a foreign country or committed by foreign nationals inside the boundaries of the U.S., then the attack may be international terrorism. The 9/11 attack was a clear act of international terrorism as it was planned, supported,
In the early 1960s, America's top military leaders reportedly drafted plans to kill innocent people and commit acts of terrorism in U.S. cities to create public support for a war against Cuba. Code named Operation Northwoods, the plans reportedly included the possible assassination of Cuban émigrés, sinking boats of Cuban refugees on the high seas, hijacking planes, blowing up a U.S. ship, and even orchestrating violent terrorism in U.S. cities. The plans were developed as ways to trick the American public and the international community into supporting a war to oust Cuba's ... Fidel Castro. America's top military brass even contemplated causing U.S. military casualties, writing: "We could blow up a U.S. ship in Guantanamo Bay and blame Cuba,"
Encyclopedia of Educational Psychology (2008). Individuals with Disabilities Education Act. Retrieved April 9, 2011, from http://www.sage-ereference.com/educationalpsychology/Article_n139.html
“The Civil Rights Act of 1964 prohibit discrimination on the basis of race, religion, national origin, or gender, but people with disabilities were not included under such protection” (Department of Justice). It was not until 1973 when the Rehabilitation Act came to fruition that people were officially by law protected against discrimination on the basis of either mental or physical disability. The Architectural Barriers Act implemented in 1968 helped people with disabilities have access to buildings and facilities by companies, agencies complying with federal standards for physical accessibility. The Education for All Handicapped Children Act was renamed the Individuals with Disabilities Act (IDEA). This Act allows people with disabilities into public schools and also requires the school to develop (IEP’s) Individualized Education Programs to be developed and fit individualized needs for the student. Another very important piece of legislation is the Americans With Disabilities Act (ADA) in which “prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation and telecommunications services” (A Brief History, p.1).
There are two major federal laws that deal with the education of children with special needs. One of these laws is, The Individuals with Disabilities Education Act, also known as IDEA (W.E.A.C, 2001). This law passed in 1975, was the first act to guarantee all students with disabilities a public education (Kluth, Villa & Thousand, 2001).
There are many individuals who contribute to the education of the student with special needs. Their roles and responsibilities are varied, and each play an important part in the education of the student with disabilities. In the early years of special education, individuals with disabilities were not educated in the traditional classroom. Many of the students were left at home to be taught by their parents, or, sent away to institutions if the families were unable to care for them. In addition, some were education in private schools at the cost of the families. It was not until the 1970’s that special education became acceptable in the public schools. The passing of legislation made it possible for all students to have a right to a free and public education, regardless of their disabilities. The individual with disabilities education act (IDEA) opened the door to education for all students and therefore a change in special education.
Full and fair access to educational opportunities was often denied to children who were different because of race, culture, language, gender, or exceptionality (Banks and Banks 293). Because local school officials did not have any legal obligation to grant students with disabilities the same educational access that other non disabled students enjoyed, many schools denied enrollment to children with learning disabilities. This exclusion had to be corrected making it necessary to make laws governing the education of exceptional children. As a consequence, in 1975 Law 94-142, Congress passed the Individuals with Disabilities Education Act (IDEA). This law has changed education throughout the country affecting and changing the roles of special educators, schools, administrators, parents and many other professionals involved in the...
Hamlet: one of the most analyzed tragic heroes in all of literature. Hamlet, the main character in William Shakespeare’s Hamlet, is conflicted throughout the whole play. He obsesses over avenging his father’s death, and this leads to rash, irresponsible actions that cause others to suffer, as well. He plans to kill Claudius, his uncle, for murdering his father and then marrying his mother. In an act of outrage, Hamlet unknowingly kills Polonius, the King’s assistant, instead. This creates even more problems because now someone else’s father is dead. Hamlet is somewhat of an inconsistent character; he’s different almost every time we see him. Hamlet displays characteristics of depression, irony, timidity, and being hurt.