POEC 6361

Course
POLITICAL VIOLENCE & TERRORISM (cross-listed in PSCI)
Professor Dr. Holmes
Term Fall 2008
Meetings Tues 1-3:45 SOM 2.112

Professor’s
Contact
Information
 Attendance
Class
attendance
is
required.

You
are

Office
Phone
 972‐883‐6843
 responsible
for
all
announcements
and
information

Office
 given
in
class.



GR
3.209

Location
 Weekly
Questions
Weekly
questions:
Each
week
(other

Email
 than
the
weeks
you
are
leading
discussion)
you
should

jholmes@utdallas.edu

Address
 submit
three
questions
to
the
instructor
about
the

Office
Hours
 Tues
Thurs
9‐9:50
 week’s
readings.

These
questions
will
be
the
basis
for


 class
discussion
and
will
be
used
to
guide
how
we

General
Course
Information
 address
the
material
each
week.



Course
Description
In
this
discussion‐based
seminar,
we
 Late
Work
As
a
rule,
no
extensions
are
granted
for

will
cover
the
topics
of
terrorism,
political
violence,
and
 written
work.

Unexcused
late
papers
will
be
penalized

civil
war.

We
will
examine
concepts,
causes,
and
 one
full
grade
per
day.

However,
in
case
of
an

consequences
of
different
types
of
political
violence.

 emergency,
contact
the
professor
as
soon
as
possible
to

Additionally,
we
will
discuss
topics
relevant
to
research,
 see
if
an
exception
can
be
made
at
the
discretion
of
the

including
discussions
of
different
approaches
 professor.

Documentation
will
be
required
of
any

(quantitative,
qualitative,
and
formal)
and
a
perusal
of
 emergency.



different
data
sources.

We
will
take
advantage
of
 Turnitin
All
written
assignments
must
also
be
submitted

literature
from
multiple
disciplines.
 to
turnitin.com.

Please
go
to
turnitin.com
and
register


 for
the
class.

The
course
number
is
2368165
and
the

Learning
Objectives

Course
content
is
designed
 password
is
bombs

enhance
students’
understanding
of
the
concepts,
 Cell
Phones
Due
to
receiving
numerous
complaints
from

explanations,
types
of
evidence,
implications,
 students,
this
policy
is
necessary.

If
you
allow
your
cell

consequences,
and
relationships
of
terrorism
and
 phone
or
beeper
to
audibly
ring
or
beep
in
class,
you
will

political
violence.

Course
assignments
aim
to
develop
 be
penalized.

The
first
time
is
a
warning,
after
that
you

students’
analytical
ability
and
oral
presentation
skills.


 lose
points.

The
penalty
starts
at
two
percentage
points

Required
Texts
&
Materials
 and
will
double
every
time
thereafter.

If
you
answer
the

• Research
on
Terrorism:
Trends,
Achievements
and
 phone,
no
warning
will
be
granted
and
you
will
be

Failures
Edited
by:
Andrew
Silke

Routledge
 immediately
assessed
the
penalty.

• Numerous
articles
available
in
electronic
format
 Student
Conduct
and
Discipline
The
University
of
Texas

through
the
library’s
electronic
databases.
 System
and
The
University
of
Texas
at
Dallas
have
rules

• Free
subscription
to
Terrorism
Focus
of
the
 and
regulations
for
the
orderly
and
efficient
conduct
of

Jamestown
Foundation
http://www.jamestown.org
 their
business.

It
is
the
responsibility
of
each
student

• Plus
–
two
other
books
TBD.
 and
each
student
organization
to
be
knowledgeable


 about
the
rules
and
regulations
which
govern
student

Course
Policies
 conduct
and
activities.

General
information
on
student

Grading
(credit)
 conduct
and
discipline
is
contained
in
the
UTD

o Class
Participation
&
Weekly
Questions:


20%
=
 publication,
A
to
Z
Guide,
which
is
provided
to
all

(days
you
are
not
leading
discussion)
 registered
students
each
academic
year.

o Paper
1:
 
 
 


25%

 

o Paper
2:
 
 
 


25%

 The
University
of
Texas
at
Dallas
administers
student

o Bibliographic
Essay


30%





 discipline
within
the
procedures
of
recognized
and


1
established
due
process.

Procedures
are
defined
and
 email
address
and
that
faculty
and
staff
consider
email

described
in
the
Rules
and
Regulations,
Board
of
 from
students
official
only
if
it
originates
from
a
UTD

Regents,
The
University
of
Texas
System,
Part
1,
Chapter
 student
account.
This
allows
the
university
to
maintain
a

VI,
Section
3,
and
in
Title
V,
Rules
on
Student
Services
 high
degree
of
confidence
in
the
identity
of
all
individual

and
Activities
of
the
university’s
Handbook
of
Operating
 corresponding
and
the
security
of
the
transmitted

Procedures.

Copies
of
these
rules
and
regulations
are
 information.

UTD
furnishes
each
student
with
a
free

available
to
students
in
the
Office
of
the
Dean
of
 email
account
that
is
to
be
used
in
all
communication

Students,
where
staff
members
are
available
to
assist
 with
university
personnel.
The
Department
of

students
in
interpreting
the
rules
and
regulations
(SU
 Information
Resources
at
U.T.
Dallas
provides
a
method

1.602,
972/883‐6391).
 for
students
to
have
their
U.T.
Dallas
mail
forwarded
to


 other
accounts.

A
student
at
the
university
neither
loses
the
rights
nor
 Withdrawal
The
administration
of
this
institution
has
set

escapes
the
responsibilities
of
citizenship.

He
or
she
is
 deadlines
for
withdrawal
of
any
college‐level
courses.

expected
to
obey
federal,
state,
and
local
laws
as
well
as
 These
dates
and
times
are
published
in
that
semester's

the
Regents’
Rules,
university
regulations,
and
 course
catalog.
Administration
procedures
must
be

administrative
rules.

Students
are
subject
to
discipline
 followed.
It
is
the
student's
responsibility
to
handle

for
violating
the
standards
of
conduct
whether
such
 withdrawal
requirements
from
any
class.
In
other
words,

conduct
takes
place
on
or
off
campus,
or
whether
civil
or
 I
cannot
drop
or
withdraw
any
student.
You
must
do
the

criminal
penalties
are
also
imposed
for
such
conduct.
 proper
paperwork
to
ensure
that
you
will
not
receive
a

Academic
Integrity
The
faculty
expects
from
its
students
 final
grade
of
"F"
in
a
course
if
you
choose
not
to
attend

a
high
level
of
responsibility
and
academic
honesty.

 the
class
once
you
are
enrolled.

Because
the
value
of
an
academic
degree
depends
upon
 Student
Grievance
Procedures
Procedures
for
student

the
absolute
integrity
of
the
work
done
by
the
student
 grievances
are
found
in
Title
V,
Rules
on
Student

for
that
degree,
it
is
imperative
that
a
student
 Services
and
Activities,
of
the
university’s
Handbook
of

demonstrate
a
high
standard
of
individual
honor
in
his
or
 Operating
Procedures.

her
scholastic
work.
 


 In
attempting
to
resolve
any
student
grievance
regarding

Scholastic
dishonesty
includes,
but
is
not
limited
to,
 grades,
evaluations,
or
other
fulfillments
of
academic

statements,
acts
or
omissions
related
to
applications
for
 responsibility,
it
is
the
obligation
of
the
student
first
to

enrollment
or
the
award
of
a
degree,
and/or
the
 make
a
serious
effort
to
resolve
the
matter
with
the

submission
as
one’s
own
work
or
material
that
is
not
 instructor,
supervisor,
administrator,
or
committee
with

one’s
own.

As
a
general
rule,
scholastic
dishonesty
 whom
the
grievance
originates
(hereafter
called
“the

involves
one
of
the
following
acts:

cheating,
plagiarism,
 respondent”).

Individual
faculty
members
retain

collusion
and/or
falsifying
academic
records.

Students
 primary
responsibility
for
assigning
grades
and

suspected
of
academic
dishonesty
are
subject
to
 evaluations.

If
the
matter
cannot
be
resolved
at
that

disciplinary
proceedings.
 level,
the
grievance
must
be
submitted
in
writing
to
the


 respondent
with
a
copy
of
the
respondent’s
School

Plagiarism,
especially
from
the
web,
from
portions
of
 Dean.

If
the
matter
is
not
resolved
by
the
written

papers
for
other
classes,
and
from
any
other
source
is
 response
provided
by
the
respondent,
the
student
may

unacceptable
and
will
be
dealt
with
under
the
 submit
a
written
appeal
to
the
School
Dean.

If
the

university’s
policy
on
plagiarism
(see
general
catalog
for
 grievance
is
not
resolved
by
the
School
Dean’s
decision,

details).

This
course
will
use
the
resources
of
 the
student
may
make
a
written
appeal
to
the
Dean
of

turnitin.com,
which
searches
the
web
for
possible
 Graduate
or
Undergraduate
Education,
and
the
deal
will

plagiarism
and
is
over
90%
effective.
 appoint
and
convene
an
Academic
Appeals
Panel.

The

Email
The
University
of
Texas
at
Dallas
recognizes
the
 decision
of
the
Academic
Appeals
Panel
is
final.

The

value
and
efficiency
of
communication
between
 results
of
the
academic
appeals
process
will
be

faculty/staff
and
students
through
electronic
mail.
At
the
 distributed
to
all
involved
parties.

same
time,
email
raises
some
issues
concerning
security
 

and
the
identity
of
each
individual
in
an
email
exchange.

 Copies
of
these
rules
and
regulations
are
available
to

The
university
encourages
all
official
student
email
 students
in
the
Office
of
the
Dean
of
Students,
where

correspondence
be
sent
only
to
a
student’s
U.T.
Dallas
 staff
members
are
available
to
assist
students
in

2
interpreting
the
rules
and
regulations.
 has
a
disability
and
needs
accommodations.

Individuals

Incomplete
As
per
university
policy,
incomplete
 requiring
special
accommodation
should
contact
the

grades
will
be
granted
only
for
work
unavoidably
 professor
after
class
or
during
office
hours.

missed
at
the
semester’s
end
and
only
if
70%
of
 Religious
Holidays
The
University
of
Texas
at
Dallas
will

the
course
work
has
been
completed.

An
 excuse
a
student
from
class
or
other
required
activities

incomplete
grade
must
be
resolved
within
eight
 for
the
travel
to
and
observance
of
a
religious
holy
day

(8)
weeks
from
the
first
day
of
the
subsequent
 for
a
religion
whose
places
of
worship
are
exempt
from

long
semester.

If
the
required
work
to
complete
 property
tax
under
Section
11.20,
Tax
Code,
Texas
Code

the
course
and
to
remove
the
incomplete
grade
is
 Annotated.

not
submitted
by
the
specified
deadline,
the

incomplete
grade
is
changed
automatically
to
a
 The
student
is
encouraged
to
notify
the
instructor
or

grade
of
F.
 activity
sponsor
as
soon
as
possible
regarding
the

Webct

Webct
is
used
in
this
class.

This
is
how
I
will
 absence,
preferably
in
advance
of
the
assignment.

The

communicate
with
you.

You
are
responsible
for
 student,
so
excused,
will
be
allowed
to
take
the
exam
or

announcements
made
through
webct.

Please
select
a
 complete
the
assignment
within
a
reasonable
time
after

forwarding
address
in
your
mail
preferences
if
you
do
 the
absence:
a
period
equal
to
the
length
of
the

not
regularly
check
your
utdallas
email.


 absence,
up
to
a
maximum
of
one
week.
A
student
who

Disability
Services
The
goal
of
Disability
Services
is
to
 notifies
the
instructor
and
completes
any
missed
exam

provide
students
with
disabilities
educational
 or
assignment
may
not
be
penalized
for
the
absence.
A

opportunities
equal
to
those
of
their
non‐disabled
peers.

 student
who
fails
to
complete
the
exam
or
assignment

Disability
Services
is
located
in
room
1.610
in
the
 within
the
prescribed
period
may
receive
a
failing
grade

Student
Union.

Office
hours
are
Monday
and
Thursday,
 for
that
exam
or
assignment.

8:30
a.m.
to
6:30
p.m.;
Tuesday
and
Wednesday,
8:30

a.m.
to
7:30
p.m.;
and
Friday,
8:30
a.m.
to
5:30
p.m.
 If
a
student
or
an
instructor
disagrees
about
the
nature


 of
the
absence
[i.e.,
for
the
purpose
of
observing
a

The
contact
information
for
the
Office
of
 religious
holy
day]
or
if
there
is
similar
disagreement

Disability
Services
is:
 about
whether
the
student
has
been
given
a
reasonable

The
University
of
Texas
at
Dallas,
SU
22
 time
to
complete
any
missed
assignments
or

PO
Box
830688
 examinations,
either
the
student
or
the
instructor
may

Richardson,
Texas
75083‐0688
 request
a
ruling
from
the
chief
executive
officer
of
the

(972)
883‐2098
(voice
or
TTY)
 institution,
or
his
or
her
designee.
The
chief
executive


 officer
or
designee
must
take
into
account
the
legislative

Essentially,
the
law
requires
that
colleges
and
 intent
of
TEC
51.911(b),
and
the
student
and
instructor

universities
make
those
reasonable
adjustments
 will
abide
by
the
decision
of
the
chief
executive
officer

necessary
to
eliminate
discrimination
on
the
basis
of
 or
designee.

disability.

For
example,
it
may
be
necessary
to
remove
 Off‐Campus
Instruction
and
Course
Activities
Off‐
classroom
prohibitions
against
tape
recorders
or
animals
 campus,
out‐of‐state,
and
foreign
instruction
and

(in
the
case
of
dog
guides)
for
students
who
are
blind.

 activities
are
subject
to
state
law
and
University
policies

Occasionally
an
assignment
requirement
may
be
 and
procedures
regarding
travel
and
risk‐related

substituted
(for
example,
a
research
paper
versus
an
 activities.

Information
regarding
these
rules
and

oral
presentation
for
a
student
who
is
hearing
impaired).

 regulations
may
be
found
at

Classes
enrolled
students
with
mobility
impairments
 http://www.utdallas.edu/BusinessAffairs/Travel_Risk_A
may
have
to
be
rescheduled
in
accessible
facilities.

The
 ctivities.htm.

Additional
information
is
available
from

college
or
university
may
need
to
provide
special
 the
office
of
the
school
dean.



services
such
as
registration,
note‐taking,
or
mobility

assistance.



It
is
the
student’s
responsibility
to
notify
his
or
her

professors
of
the
need
for
such
an
accommodation.


Disability
Services
provides
students
with
letters
to

present
to
faculty
members
to
verify
that
the
student

3
 Paper
Objectives
and
Guidelines




Substantive
Expectations
(First
Two
Papers):

In
the
first
two
papers,
you
should
demonstrate
a
general
understanding
of
the
issues
raised
in
the

book.

The
object
of
this
critical
review
should
be
to
identify
the
central
issues
that
assigned
readings
for

the
week
and
the
book
address.

Students
writing
papers
will
present
their
analysis
in
class
(~15

minutes).

In
addition,
you
should
be
able
to
evaluate
different
theories
and
approaches,
identifying
the

relevant
assumptions,
definitions,
strengths,
and
weaknesses
of
each.

Finally,
you
should
be
able
to

create
a
critical,
engaged
argument,
using
the
texts
as
evidence.

The
paper
should
take
into
account
the

following
questions:

1. What
is
the
purpose
of
the
book,
what
is
the
theoretical
concern,
and
what
concepts
are

developed?

2. What
is
being
studied,
i.e.
what
is
the
unit
of
analysis
and
the
scope
of
the
study?

3. How
is
it
being
studied,
in
terms
of
what
variables?

4. To
what
degree
does
the
study
conform
to
the
criteria
of
the
logic
of
scientific
explanation?

Or

does
it
conform
to
an
alternative
form
of
inquiry?

5. Are
the
conclusions
suggestive
or
proven?

Do
the
data
support
the
inference?



6. What
is
the
book’s
significance?

How
does
it
fit
into
the
literature?

7. How
does
the
book
challenge
or
add
to
our
understanding
of
development?

8. What
are
the
strengths
and
shortcomings
of
the
book?

To
accommodate
seminar
discussion,
the
critical
analyses
will
be
due
no
later
than
24
hours
in
advance

of
seminar
meeting
time.

Students
shall
post
the
paper
on
webct
for
the
other
students
at
least
24

hours
in
advance
of
the
class
and
the
paper
author
shall
also
place
one
copy
in
the
instructor’s
mailbox.



Students
writing
papers
will
present
their
analysis
in
class
(~15
minutes)
and
help
lead
discussion.

The

matrix
for
grading
presentations
is
as
follows:



• Presentation
Style:

(25%)

(e.g.
professional,
well‐organized,
maintain
eye
contact
with

audience,
speak
loudly/clearly/slowly,
able
to
respond
to
questions
easily,
time
management)

• Content:
(50%)
(e.g.
organized,
logical
flow,
overview
of
issue
provided,
clear
arguments,

supporting
information
provided,
use
of
outside
research,
integrate
course
material
into

presentation)

• Discussion
Questions
(25%)
(provision
of
stimulating
and
relevant
questions
relating
your
book

to
the
other
required
readings)


Final
Paper
(Bibliographic
Essay)


Exemplars
can
be
found
in
the
Annual
Review
of
Political
Science.

In
general,
you
should
provide
a
critical

evaluation
of
the
included
sources,
compare
and
contrast
them,
group
them
substantively.

See



faculty.tamu‐commerce.edu/droyal/Writing%20a%20Bibliographic%20Essay.doc


for
an
excellent
guide
to
writing
a
bibliographic
essay.

Please
note
that
in
this
assignment,
students
may
use
the

MLA
style
of
documentation.

For
all
others,
please
use
footnotes.


Style
Expectations


Format:

1.

Use
footnotes.
(See
The
Chicago
Manual
of
Style
for
details).
A
summary
can
be
found
at


http://www.libs.uga.edu/ref/chicago.html

Use
the
documentary
note
style
‐not
the
author
note
system!!!

This

is
not
the
MLA
form
of
citation.

MLA
citation
is
an
author‐date
system.

If
using
Microsoft
word,
under
the
insert

menu,
choose
reference
and
then
footnote
to
automatically
number
the
reference
and
place
it
at
the
bottom
of

the
page.

The
style
is
as
follows:



Examples
of
footnotes:


4
1

David
Stafford,
Britain
and
European
Resistance
(Toronto:

University
of
Toronto
Press,
1980),
90.

2

James
F.
Powers,
"Frontier
Municipal
Baths
and
Social
Interaction
in
Thirteenth‐Century
Spain,"
American

Historical
Review
84
(June
1979):
655.



Bibliography:

Stafford,
David.
Britain
and
European
Resistance.
Toronto:

University
of
Toronto
Press,



1980.

Powers,
James
F.

"Frontier
Municipal
Baths
and
Social
Interaction
in
Thirteenth‐Century
Spain."
American

Historical
Review
84
(June
1979):
649‐67.



According
to
The
Chicago
Manual
of
Style,
"the
full
reference
of
a
note,
as
in
a
bibliographic
entry,
must
include

enough
information
to
enable
the
interested
reader
to
find
it
in
a
library,
though
the
form
of
the
note
need
not

correspond
precisely
to
that
of
the
library
catalog."1



2.



Use
a
12
point
font.

3.



The
text
should
be
typed,
double
spaced,
and
have
one
inch
margins.

4.



Do
not
add
extra
spaces
between
paragraphs.

5.



Number
the
pages.

6.



Include
a
title
page
with
your
name,
course
title,
and
date.

7.



Include
a
bibliography.



Style:

1. Include
an
introduction
and
conclusion
with
appropriate
outlines
and
summation
of
the
main
points
of
your

paper.

2. Use
topic
sentences
in
your
paragraphs.

(Please
–
no
two
sentence
paragraphs
or
two
page
paragraphs!)

3. Do
not
use
a
casual
tone.

(For
example,
do
not
use
contractions
such
as
“can’t,”

“wouldn’t”,
etc.)

4. Avoid
speaking
in
the
first
person.

(For
example,
“In
this
paper
I
will
…”)

5. Spell
check!



Sources:

1. Cite
often.

An
overabundance
of
citations
is
always
preferable
to
too
few.

Cite
as
if
you
want
the
reader
to

be
able
to
easily
refer
to
your
sources
when
you
refer
to
facts,
quotations,
and
interpretations.



2. If
someone
else
says
it,
you
must
give
credit
to
him
or
her.

If
you
repeat
the
author
verbatim,
you
must

quote
and
cite
the
author.

If
you
paraphrase
his
or
her
words,
you
must
cite
the
author.

Failure
to
do
this
is

plagiarism.





A
good
reference
for
writing
standards
and
references
is
the
Chicago
Manual
of
Style.

If
in
doubt,

please
consult
it.


1
Chicago Manual of Style, 13th ed. (Chicago: University of Chicago Press, 1982), 487.

5





Adapted
from
Duke
University
guidelines
for
writers

AVOIDING
PLAGIARISM





Take
time
to
make
careful
choices
among
‐‐
and
learn
to
use
‐‐
the
research

tools
available
to
you.
You
will
probably
find
that
your
favorite
Web
search

engine
is
not
adequate,
by
itself,
for
college‐level
research.
Consult
with
your

professor
or
a
librarian.
You
may
need
to
use
specialized
research
tools,
some
of

which
may
require
learning
new
searching
techniques.



Expect
to
make
trips
to
the
library.
While
you
can
access
many
of
the
library's

resources
from
your
home
computer,
you
may
find
that
you
need
to
make

several
trips
to
the
library
to
use
materials
or
research
tools
that
are
not

accessible
remotely.
Of
course
you
will
be
seeking
the
best
information,
not

settling
for
sources
simply
because
they
happen
to
be
available
online.



Allow
time
for
gathering
materials
that
are
not
available
at
UTD.
The
Interlibrary

Loan
office
can
borrow
articles
and
books
from
other
libraries,
but
this
process

takes
additional
time.

Allow
time
for
reading,
rereading,
absorbing
information,
taking
notes,

synthesizing,
and
revising
your
research
strategy
or
conducting
additional

research
as
new
questions
arise.


Sloppy
note‐taking
increases
the
risk
that
you
will
unintentionally
plagiarize.



Unless
you
have
taken
notes
carefully,
it
may
be
hard
to
tell
whether
you
copied

certain
passages
exactly,
paraphrased
them,
or
wrote
them
yourself.
This
is

especially
problematic
when
using
electronic
source
materials,
since
they
can
so

easily
be
copied
and
pasted
into
your
own
documents.




Identify
words
that
you
copy
directly
from
a
source
by
placing
quotation
marks

around
them,
typing
them
in
a
different
color,
or
highlighting
them.
(Do
this

immediately,
as
you
are
making
your
notes.
Don't
expect
to
remember,
days
or

weeks
later,
what
phrases
you
copied
directly.)
Make
sure
to
indicate
the
exact

beginning
and
end
of
the
quoted
passage.
Copy
the
wording,
punctuation
and

spelling
exactly
as
it
appears
in
the
original.


Jot
down
the
page
number
and
author
or
title
of
the
source
each
time
you
make

a
note,
even
if
you
are
not
quoting
directly
but
are
only
paraphrasing.


6
 Keep
a
working
bibliography
of
your
sources
so
that
you
can
go
back
to
them

easily
when
it's
time
to
double‐check
the
accuracy
of
your
notes.
If
you
do
this

faithfully
during
the
note‐taking
phase,
you
will
have
no
trouble
completing
the

"works
cited"
section
of
your
paper
later
on.


Keep
a
research
log.
As
you
search
databases
and
consult
reference
books,
keep

track
of
what
search
terms
and
databases
you
used
and
the
call
numbers
and

url's
of
information
sources.

This
will
help
if
you
need
to
refine
your
research

strategy,
locate
a
source
a
second
time,
or
show
your
professor
what
works
you

consulted
in
the
process
of
completing
the
project.


You
must
cite
direct
quotes.


You
must
cite
paraphrases.
Paraphrasing
is
rewriting
a
passage
in
your
own

words.
If
you
paraphrase
a
passage,
you
must
still
cite
the
original
source
of
the

idea.

For
detailed
examples
and
a
discussion,
see
Appropriate
Uses
of
Sources.



You
must
cite
ideas
given
to
you
in
a
conversation,
in
correspondence,
or
over

email.


You
must
cite
sayings
or
quotations
that
are
not
familiar,
or
facts
that
are
not

"common
knowledge."

However,
it
is
not
necessary
to
cite
a
source
if
you
are

repeating
a
well
known
quote
such
as
Kennedy's
"Ask
not
what
your
country
can

do
for
you
.
.
.,"
or
a
familiar
proverb
such
as
"You
can't
judge
a
book
by
its

cover."

Common
knowledge
is
something
that
is
widely
known.
For
example,
it
is

common
knowledge
that
Bill
Clinton
served
two
terms
as
president.
It
would
not

be
necessary
to
cite
a
source
for
this
fact.


These
types
of
sources
should
be
cited
as
well:

Printed
sources:
books,
parts
of
books,
magazine
or
journal
articles,
newspaper
articles,
letters,

diaries,
public
or
private
documents.



Electronic
sources:
web
pages,
articles
from
e‐journals,
newsgroup
postings,
graphics,
email

messages,
software,
databases.




Images:
works
of
art,
illustrations,
cartoons,
tables,
charts,
graphs.




Recorded
or
spoken
material:
course
lectures,
films,
videos,
TV
or
radio
broadcasts,
interviews,

public
speeches,
conversations


7
Date
 Topic/Books
 Readings


8.26.2008
 Week
1:
Introduction
 Syllabus


Tuesday


1. David
C.
Rapoport,
“The
Fourth
Wave:
September
11
in
the
History
of

Week
2:
Definitions

9.2.2008
 Terrorism”
Current
History,
Volume
100,
Number
650
(December
2001)


2. Weinberg,
Leonardo;
Pedahzur,
Ami;
Hirsch‐Hoefler,
Sivan.

“The
Challenges

Tuesday
 of
Conceptualizing
Terrorism.”
Terrorism
&
Political
Violence,
Winter2004

16/4

3. Ganor,
Boaz.
“Defining
Terrorism:
Is
One
Man’s
Terrorist
Another
Man’s

Freedom
Fighter,”
Police
Practice
&
Research
3
(December,
2002):
287‐304.

4. Grob‐Fitzgibbon,
Benjamin.
“What
is
Terrorism?
Redefining
a
Phenomenon

in
Time
of
War,”
Peace
&
Change
30
(April,
2005):
231‐246.

5. David
Claridge,
“State
Terrorism?
Applying
a
Definitional
Model,”
in:

Terrorism
and
Political
Violence,
Vol.8,
No.3,
pp.47‐63

6. Charles
Tilly
“Terror,
Terrorism,
Terrorists”
Sociological
Theory
Volume

22
Page
5

‐
March
2004

7. Beril
Dedeoglu
“Bermuda
Triangle:
Comparing
Official
Definitions
of

Terrorist
Activity”.
Terrorism
and
Political
Violence,
Volume
15,
Number
3,

October
2003,
pp.
81‐110(30)

8. Sartori,
Giovanni.

1970.

“Concept
Misformation
in
Comparative
Politics”


APSR

64:
1033‐53.


Week
3:
Challenges
of
 1. Andrew
Silke
Ch.
1.
An
Introduction
to
Terrorism
Research
Research
on

9.9.2008
 Research

 Terrorism

2. John
Horgan
Ch.
2.
The
Case
for
First‐hand
Research
Research
on
Terrorism


Tuesday
 
 3. Andrew
Silke
Ch.
3.
The
Devil
You
Know:
Continuing
problems
with
research

on
terrorism
Research
on
Terrorism

4. Avishag
Gordon
Ch.
6.
Terrorism
and
Knowledge
Growth:
A
databases
and

internet
analysis
Research
on
Terrorism


5. Fred
Schulze
Ch.
9.
Breaking
the
Cycle:
Empirical
research
and
postgraduate

studies
on
terrorism
Research
on
Terrorism

6. Andrew
Silke
Ch.
10.
The
Road
Less
Travelled:
Recent
trends
in
terrorism

research
Research
on
Terrorism

7. A
Jongman
“Database
Section:
Dimensions
of
Contemporary
Conflict
and

Human
Rights
Violations”

Terrorism
and
Political
Violence,
Volume
13,

Number
2,
Summer
2001,
pp.
143‐177(35)


8. Rachel
Monaghan,
“Single‐Issue
Terrorism:
A
Neglected
Phenomenon?,

Studies
in
Conflict
and
Terrorism
23
(2000):
258.




8
 Week
4:
 1. Collier
P,
Hoeffler
A,
&
Rohner
D,
2007,
“Beyond
Greed
and
Grievance:

9.16.2008
 Civil
War
and
Terrorism
 Feasibility
and
Civil
War”,
Available
at

http://www.csae.ox.ac.uk/workingpapers/pdfs/2006‐10text.pdf


Tuesday
 Walter,
Barbara
and
Jack
 2. Paul
Collier
and
Nicolas
Sambanis,
2002.
“Understanding
Civil
War:
A
New

Snyder
eds.
1999.
Civil
 Agenda.”
Journal
of
Conflict
Resolution.
46(1):
3‐12.

Wars,
Insecurity,
and
 3. Azam,
Jean‐Paul
and
Anke
Hoeffler.
2002.
"Violence
against
civilians
in
civil

Intervention.
New
York:
 wars:
looting
or
terror?"
Journal
of
Peace
Research
39(4):
461‐85.

Columbia
University
Press.
 4. Ross,
Michael
L.
2004.
“How
Do
Natural
Resources
Influence
Civil
War?

Evidence
from
Thirteen
Cases.”
International
Organization
58
(1):
35‐67.

Bates,
Robert,
et.
al.
2003.
 5. Weinstein,
Jeremy.
2005.
“Resources
and
the
Information
Problem
in
Rebel

Political
Instability
Task
 Recruitment.”
Journal
of
Conflict
Resolution
49:
598‐624.

Force
Report:
Phase
IV
 6. Kalyvas,
Stathis.
2001.
“'New’
and
'Old’
Wars:
A
Valid
Distinction?”
World

Findings.
(Public
release
 Politics
54
(1):
99‐118.


May
10,
2006.)
 7. Fearon
J,
2005,
“Primary
Commodity
Exports
and
Civil
War”,
Journal
of

Collier,
Paul
and
Nicholas
 Conflict
Resolution,
49,
4:
483‐507

Sambanis.
2005.
 8. Regan
P,
&
Norton
D,
2005,
“Greed,
Grievance,
and
Mobilization
in
Civil

Understanding
Civil
War:
 Wars”,
Journal
of
Conflict
Resolution,
49,
3:
319‐336

Evidence
and
Analysis
 9. Di
John
J.
2007.
“Oil
abundance
and
violent
political
conflict:
A
critical

(Africa).
Washington:
The
 assessment”

Journal
of
Development
Studies
Volume:
43


Issue:
6


Pages:

World
Bank
 961‐986.

Week
5:
Causes
of
 1. Kruger,
Alan
and
Jitka
Maleckova.
"Education,
Poverty,
and
Terrorism:
Is

9.23.2008
 Terrorism
–
Economic
 There
a
Causal
Connection?"
Journal
of
Economic
Perspectives
17(4):
119‐
Focus
 144.


Tuesday
 
 2. S.
Brock
Blomberg,
Gregory
D.
Hess
and
Akila
Weerapana,
“Economic

Gurr,
T.
R.
1970.
Why
men
 conditions
and
terrorism”

European
Journal
of
Political
Economy
Vol
20.

rebel.
Princeton,
NJ:
 Issue
2

(2004):
463‐478

Princeton
University
Press.
 3. Murshed,
S.
Mansoob.
2002.
“Civil
war,
conflict
and
underdevelopment.”


 Journal
of
Peace
Research
39
(4):387‐93.

Petersen,
Roger.
2001.
 4. Burgoon.
2006.

“On
Welfare
and
Terror:
Social
Welfare
Policies
and

Resistance
and
Rebellion:
 Political‐Economic
Roots
of
Terrorism.”
Journal
of
Conflict
Resolution,
50(2):

Lessons
from
Eastern
 176
‐
203.

Europe.
New
York:
 5. Ehrlich,
Paul
R.,
and
Jianguo
Liu.
2002.
“Some
roots
of
terrorism.”
Population

Cambridge
University
 and
Environment
24
(2):
183‐
92.

Press.
 6. Crenshaw,
Martha.
1991.
"The
Causes
of
Terrorism."
Comparative
Politics
13

(4):
379‐399.

Kreuger,
Alan
B.
and
David
 7. Humphreys
M,
2005,
“Natural
Resources,
Conflict,
and
Conflict
Resolution”,

Laitin.
2003.
Kto
Kogo:
A
 Journal
of
Conflict
Resolution,
49,
4:
508‐537

Cross‐Country
Study
of
the
 8. Brancati
D,
2007,
Political
Aftershocks:
The
Impact
of
Earthquakes
on

Origins
and
Targets
of
 Intrastate
Conflict,
Journal
of
Conflict
Resolution,
51:5:715‐743

Terrorism.
New
York:
 9. Buhaug,
Halvard.
2006.
“Relative
Capability
and
Rebel
Objective
in
Civil
War

Russell
Sage.
 Journal
of
Peace
Research,
vol.
43,
no.
6,
pp.
691‐708,
Nov
2006


9
 Week
6:
Elections,
Parties,
 1. AK
Bohara,
NJ
Mitchell,
M
Nepal.
2006.

“Opportunity,
Democracy,
and
the

9.30.2008
 and
Violence
 Exchange
of
Political
Violence:
A
Subnational
Analysis
of
Conflict
in
Nepal”


 Journal
of
Conflict
Resolution,
vol.
50,
no.
1,
pp.
108‐128.

Tuesday
 della
Porta,
Donatella.
 2. Schatzman,
Christina.
2005.

“Political
Challenge
in
Latin
America:
Rebellion

1995.
Social
Movements,
 and
Collective
Protest
in
an
Era
of
Democratization”
Journal
of
Peace

Political
Violence,
and
the
 Research,
vol.
42,
no.
3,
pp.
291‐310.

State:
A
comparative
 3. Beer,
Caroline;
Mitchell,
Neil
J.
2004.
“Democracy
and
Human
Rights
in
the

analysis
of
Italy
and
 Mexican
States:
Elections
or
Social
Capital?”
International
Studies
Quarterly,

Germany.
Cambridge
 4. Escobar,
Cristina.

2002.
“Clientelism
and
Citizenship:
The
Limits
of

University
Press.
 Democratic
Reform
in
Sucre,
Colombia”

Latin
American
Perspectives,
vol.


 29,
no.
5,
pp.
20‐47.

Political
Parties
and
 5. Serres,
Philippe.
2000.

“The
FARC
and
Democracy
in
Colombia
in
the
1990s”

Terrorist
Groups
Edited
by
 Democratization,
vol.
7,
no.
4,
pp.
191‐218.

Leonard
Weinberg.

 6. Gibler
DM
2007.
“Bordering
on
peace:
Democracy,
territorial
issues,
and

Routledge
1992.
 conflict”
International
Studies
Quarterly
51/3:
509‐532




7. Richards
DL,
Gelleny
RD.
2007.

“Good
things
to
those
who
wait?
National

elections
and
government
respect
for
human
rights”
Journal
of
Peace

Research
44/4:
505‐523




8. Klopp
JM,
Zuern
E.
2007.

“The
politics
of
violence
in
democratization
‐

Lessons
from
Kenya
and
South
Africa”

Comparative
Politics
39/2:
127+


Week
7:

Decentralization
 1. Johnston
P
2008.
“The
geography
of
insurgent
organization
and
its

10.7.2008
 and
Violence.
 consequences
for
civil
wars:
Evidence
from
Liberia
and
Sierra
Leone”



 Security
Studies
17/1:
107‐137

Tuesday
 Jack
Snyder.
2000.
From
 2. Eaton
K.
2006.
“The
downside
of
decentralization:
Armed
clientelism
in

Voting
to
Violence.
New
 Colombia”
Security
Studies
15/4:
533‐562


York:
W.W.Norton.
 3. Alonso
S,
Ruiz‐Rufino
R.
2007.
“Political
representation
and
ethnic
conflict
in

new
democracies”

European
Journal
of
Political
Research
46/2:
237‐267



 4. Brancati
D.
2006.
“Decentralization:
Fueling
the
fire
or
dampening
the

flames
of
ethnic
conflict
and
secessionism?”

International
Organization

60/3:
651‐685.

5. Sandbrook
R,
Romano
D.
2004.
“Globalisation,
extremism
and
violence
in

poor
countries”

Third
World
Quarterly
25/6:
1007‐1030.

6. Mansfield
ED,
Snyder
J.
2002.
“Incomplete
democratization
and
the

outbreak
of
military
disputes”

International
Studies
Quarterly
46/4:
529‐
549.



7. Daniel
Hart,
Robert
Atkins,
James
Youniss
“Knowledge,
Youth
Bulges,
and

Rebellion”
Psychological
Science
16(8):661
(2005)


10
 Week
8:
Democracy
&
 1. Li,
Quan
and
Drew
Schaub.
2004.
“Economic
Globalization
and
Transnational

10.14.2008
 Globalization
 Terrorist
Incidents:
A
Pooled
Time
Series
Cross
Sectional
Analysis,”
Journal


 of
Conflict
Resolution
48(2):230‐258.

Tuesday
 2. Li,
Quan.
2005.
“Does
Democracy
Promote
or
Reduce
Transnational
Terrorist

Western
Democracies
and
 Incidents?”

Journal
of
Conflict
Resolution
49(2):278‐297.

the
New
Extreme
Right
 3. Leonard
Weinberg
and
William
Eubank
Ch
5.
“Everything
That
Descends

Challenge
Roger
Eatwell,
 Must
Converge:
Terrorism,
globalism
and
democracy”

Cas
Mudde
Routledge
 4. Robinson,
James
and
Daren
Acemoglu.
2001.
“A
Theory
of
Political

Transitions.”
American
Economic
Review
91:
938‐963.

5. Weinberg,
Leonard.
1991.
"Turning
to
Terror:
The
Conditions
under
Which



Political
Parties
Turn
to
Terrorist
Activities."
Comparative
Politics
23
(4):
423‐
38.

Democratic
Development
 6. Walter
Enders;
Todd
Sandler
“The
Effectiveness
of
Antiterrorism
Policies:
A

and
Political
Terrorism.

 Vector‐Autoregression‐
Intervention
Analysis”
The
American
Political
Science

Edited
by
William
Crotty.
 Review
Vol.
87,
No.
4
(Dec.,
1993),
pp.
829‐844

Northeastern
University
 7. Daniel
Byman,
“Strategic
Surprise
and
the
September
11
Attacks,”
Annual

Press,
2005.
 Review
of
Political
Science,
no.8,
2005,
pp.145‐170*

8. Eubank,
William;
Weinberg,
Leonard
“Terrorism
and
Democracy:

Perpetrators
and
Victims”
Terrorism
and
Political
Violence,
2001,
13,
1,

spring,
155‐164.

Week
9:
Media/
 1. P.
Rosendorff
and
T.
Sandler
“Too
Much
of
a
Good
Thing?:
The
Proactive

10.21.2008
 Response/Repression
 Response
Dilemma”
Journal
of
Conflict
Resolution,
October
1,
2004;
48(5):

657
‐
671.

Tuesday
 Norris,
Pippa,
Montague
 2. Schmid,
A.P.
“Terrorism
and
the
Media:

The
Ethics
of
Publicity,”

Terrorism

Kern
and
Marion
Just.
 and
Political
Violence

1.4
(October
1989):
539‐565.

Framing
Terrorism:
The
 3. Wilkinson,
Paul.
“The
Media
and
Terrorism:

A
Reassessment,”
Terrorism

News
Media,
the
 and
Political
Violence
9.2
(Summer
1997):
51‐64.

Government,
and
the
 4. Davenport,
Christian.
1996b.
“The
Weight
of
the
Past:
Exploring
Lagged

Public.
New
York:
 Determinants
of
Political
Repression.”
Political
Research
Quarterly
49(2):

Routledge,
2003.
 377‐403



 5. Will
Moore.
1998.
“Repression
and
Dissent:
Substitution,
Context
and

State
as
Terrorist
Stohl
and
 Timing.”
American
Journal
of
Political
Science
42(3):
851‐873.


Lopez
Greenwood
1984
 6. Ron
Francisco.
1996.
"Coercion
and
Protest:
An
Empirical
Test
in
Two


 Democratic
States."
American
Journal
of
Political
Science
40(4):
1179‐1204.


Christian
Davenport,
Hank
 7. Steven
C.
Poe;
C.
Neal
Tate
“Repression
of
Human
Rights
to
Personal

Johnston
&
Carol
Mueller,
 Integrity
in
the
1980s:
A
Global
Analysis”
The
American
Political
Science

eds.,
Repression
and
 Review

Vol.
88,
No.
4
(Dec.,
1994),
pp.
853‐872

Mobilization.
University
of
 8. Thoms,
Ron
J
2007.

“Do
human
rights
violations
cause
internal
conflict?

Minnesota
Press
 Human
Rights
Quarterly
29/3:
674‐705


11
 Week
10:
Ethnic
Conflict
 1. Azam,
J.‐P.
(2002).
"Looting
and
Conflict
between
Ethnoregional
Groups:

10.28.2008
 Lessons
for
State
Formation
in
Africa."
Journal
of
Conflict
Resolution
46(1):

Chirot,
Daniel
and
Martin
 131‐153.

Tuesday
 Seligman,
eds.
2001.
 2. Daniel
Byman,
“The
Logic
of
Ethnic
Terrorism,”
Studies
in
Conflict
and

Ethnopolitical
Warfare.
 Terrorism,
vol.21,
No.2,
(April‐June
1998),
pp.
149‐169.


Washingon,
D.C.:
APA
 3. Sambanis,
Nicholas.
"Do
Ethnic
and
Non‐Ethnic
Wars
Have
the
Same

Books.
 Causes?
A
Theoretical
and
Empirical
Inquiry
(Part
I),"
Journal
of
Conflict

Resolution
45(3):
259‐82.


Lake,
David
A.
and
Donald
 4. Kydd,
Andrew
and
Barbara
Walter.
2002.
“Sabotaging
the
Peace:
The
Politics

Rothschild,
eds.
1998.
The
 of
Extremist
Violence.
International
Organization
56
(2):
263‐296.

International
Spread
of
 5. Posen,
Barry.
1993.
“The
Security
Dilemma
and
Ethnic
Conflict.”
Survival
35

Ethnic
Conflict.
Princeton:
 (1):
27‐47.

Princeton
University
Press.
 6. Posner,
Daniel
N.
2004.
“The
Political
Salience
of
Cultural
Difference:
Why

Chewas
and
Tambukas
Are
Allies
in
Zambia
and
Adversaries
in
Malawi.”

American
Political
Science
Review
98
(4):
529‐545.

Donald
Horowitz.
1985.

7. Fearon,
James
and
David
Laitin.
2000.
“Violence
and
the
Social
Construction

Ethnic
Groups
in
Conflict


of
Ethnic
Identity.”
International
Organization
54
(4):
845‐77.



8. "The
sociology
of
ethnic
conflicts:
comparative
international
perspectives"
/

Michael
E.
Brown
et
al..

Robin
M.
Williams,
Jr..
Annual
review
of
sociology
20
(1994):
49‐79.

2001.
Nationalism
and



Ethnic
Conflict,
revised

edition

Week
11:
Guerrilla
 1. Mark
Lichbach,
“What
Makes
Rational
Peasants
Revolutionary:
Dilemma,

11.4.2008
 Conflict/Insurgency
 Paradox,
and
Irony
in
Peasant
Rebellion,”
World
Politics
46
(1994):
383‐418.



 2. Fearon,
James
and
David
Laitin.
2003.
“Ethnicity,
Insurgency,
and
Civil
War.”

Tuesday
 Books:
 American
Political
Science
Review
97
(1):
75‐90.

Timothy
Wickham‐Crowley
 3. Mitchell
Seligson
“Agrarian
Inequality
and
the
Theory
of
Peasant
Rebellion,”

Guerrillas
and
Revolution
 Latin
American
Research
Review
Vol.
31
(2),
1996,
pp.
140‐157.

in
Latin
America:

 4. “Emergence
of
Nationalist
Identity
in
Armed
Insurrections:
A
Comparison
of

Princeton,
N.J.:
Princeton
 Iraq
and
Nicaragua”

Anthropological
Quarterly
‐
Volume
78,
Number
1,

University
Press,
1992.
 Winter
2005,
pp.
179‐195
.

5. Timothy
Wickham‐Crowley
"A
Qualitative
Comparative
Approach
to
Latin

Wood,
Elisabeth.
2004.
 American
Revolutions."
International
Journal
of

Comparative
Sociology
32,

Insurgent
Collective
Action
 nos.1
and
2
(January‐April
1991),
pp.
82‐109.

and
Civil
War
in
El
 6. Terry
Boswell,
and
William
J.
Dixon,
“Dependency
and
Rebellion:
a

Salvador.
Cambridge
 Crossnational
Analysis”
American
Sociological
Review
55
(4)
(1990),
pp.
540‐
University
Press.
 559.

7. T.
Y.
Wang;
William
J.
Dixon;
Edward
N.
Muller;
Mitchell
A.
Seligson

“Inequality
and
Political
Violence
Revisited”
The
American
Political
Science

O’Neill,
Bard
E.
Insurgency

Review,
Vol.
87,
No.
4.
(Dec.,
1993),
pp.
979‐994.

and
Terrorism:
Inside

8. David
G.
Ortiz.

2007.
“Confronting
Oppression
with
Violence:
Inequality,

Modern
Revolutionary

Military
Infrastructure
and
Dissident
Repression”
2007
Mobilization:
An

Warfare.
Potomac
Books,

International
Quarterly
Volume
12,
Number
3
/
September
219‐238

2001.




12
 Week
12:
Game
Theory
 1. Anthony
Oberschall
“Explaining
Terrorism:
The
Contribution
of
Collective

11.11.2008
 and
The
Study
of
Terrorism
 Action
Theory”
Sociological
Theory
Volume
22
Page
26

‐
March
2004


 2. Sandler,
T.
and
D.
G.
A.
M.
(2003).
"Terrorism
and
Game
Theory."
Simulation

Tuesday
 Political
Economy
of
 and
Gaming
34(3).

Terrorism
Todd
Sandler
 3. What
Do
We
Know
About
the
Substitution
Effect
in
Transnational

OUP

 Terrorism?
Walter
Enders
and
Todd
Sandler

in
Researching
Terrorism


 Trends,
Achievments,
Failures

Pape,
Robert
A.
Dying
to
 4. “Conflict
Theory
and
the
Trajectory
of
Terrorist
Campaigns
in
Western

Win:
The
Strategic
Logic
of
 Europe”
Leonard
Weinberg
and
Louise
Richardson
Silke,
Andrew,
ed.,

Suicide
Terrorism

Random
 Research
on
Terrorism:
Trends,
Achievements
and
Failures

House

2006



 5. Kydd,
Andrew
and
Barbara
Walter.
"Sabotaging
the
Peace:
The
Politics
of


 Extremist
Violence."
International
Organization
56
(1):
263‐296.

6. Lake,
David
A.
2002.
"Rational
Extremism:
Understanding
Terrorism
in
the

Bates,
Robert
H.
2001.
 Twenty
First
Century.
International
Organization
56
(1):
15‐29.

Prosperity
and
Violence:
 7. Monroe,
Kristen
Renwick
and
Lina
Hadda
Kredie.
1997.
"The
Perspective
of

The
Political
Economy
of
 Islamic
Fundamentalists
and
the
Limits
of
Rational
Choice
Theory."
Political

Development.
New
York:
 Psychology
18
(1):
19‐43.

Norton.
 8. Kalyvas,
Stathis
N.,
and
Matthew
Adam
Kocher.
2007.
How
"free"
is
free

riding
in
civil
wars?:
Violence,
insurgency,
and
the
collective
action
problem.


 World
Politics
59,
(2)
(Jan):
177‐216

Week
13:
Suicide
Bombing
 1. Bloom,
Mia.
2004.
"Palestinian
Suicide
Bombing:
Public
Support,
Market

11.18.2008
 
 Share,
and
Outbidding."
Political
Science
Quarterly
119
(1):
61‐87.

Making
sense
of
suicide
 2. Pape,
Robert.
2003
"The
Strategic
Logic
of
Suicide
Bombings."
American

Tuesday
 missions
/
edited
by
Diego
 Political
Science
Review
97
(3):
343‐361.

Gambetta.
Oxford
;
New
 3. Atran,
Scott.
2003.
"Genesis
of
Suicide
Terrorism."
Science
299
(7):1534‐9.*

York
:
Oxford
University
 4. Moghadam,
Assaf.
2003.
"Palestinian
Suicide
Terrorism
in
the
Second

Press,
2005
 Intifada:
Motivational
and
Organizational
Aspects."
Studies
in
Conflict
and

Terrorism
26
(2):
65‐93.*

Bloom,
Mia
Dying
to
Kill
 5. Bruce
Hoffman
and
Gordon
H.
McCormick,
“Terrorism,
Signaling
and
Suicide

The
Allure
of
Suicide
Terror
 Attacks,”
Studies
in
Conflict
&
Terrorism,
no.27,
2004,
pp.243‐281

Columbia
2005
 6. Mohammed
M.
Hafez,
“Rationality,
Culture,
and
Structure
in
the
Making
of


 Suicide
Bombers:
A
Preliminary
Theoretical
Synthesis
and
Illustrative
Case

Ami
Pedahzur,
ed.,
The
 Study,”
Studies
in
Conflict
&
Terrorism,
no.29,
2006,
pp.165‐185*

Roots
of
Suicide
Terrorism:
 7. Pedahzur,
Ami.Perliger,
Arie.
“The
Changing
Nature
of
Suicide
Attacks
‐
A

The
Globalization
of
 Social
Network
Perspective”

Social
Forces
Volume
84,
Number
4,
June
2006

Martyrdom
(London:
 8. Sprinzak,
Ehud.
2000.
"Rational
Fanatics."
Foreign
Policy
120:
66‐74.

Routledge,
2006)


13
 Week
14:
Psychology
&
 1. "Psychology
and
international
relations
theory"
/
J.
M.
Goldgeier
and
P.
E.

11.25.2008
 Sociology
 Tetlock.
Annual
review
of
political
science
4
(2001):
67‐92.

2. Victoroff,
Jeff.
2005.
"The
Mind
of
the
Terrorist:
A
Review
and
Critique
of

Tuesday
 Marc
Sageman
 Psychological
Approaches,"
Journal
of
Conflict
Resolution
49
(1):3‐42.

Understanding
Terror
 3. JM
Post,
E
Sprinzak,
LM
Denny
“The
terrorists
in
their
own
words:
Interviews

Networks

University
of
 with
35
incarcerated
Middle
Eastern
terrorists”
‐
Terrorism
and
Political

Pennsylvania
Press
2004
 Violence,
2003

4. 
“When
Hatred
is
Bred
in
the
Bone:

Psychocultural
Foundations
of

Horgan,
J.
(2005).
The
 Contemporary
Terrorism,”
Political
Psychology,
August,
2005,
Vol.
26,
#4
pp.

Psychology
of
Terrorism.
 615‐636.

Routledge.

 5. Gordon
H.
McCormick,
“Terrorist
Decision
Making,”
in:
Annual
Review
of

Political
Science,
no.6,
2003,
pp.473‐507

6. Scott
Gates.
“Recruitment
and
Allegiance:
The
Microfoundations
of

Sidney
Tarrow.

1998.

Rebellion.”
Journal
of
Conflict
Resolution
46
(2002):
111–130.


Power
in
Movement
NY

7. Austin
T.
Turk
“Sociology
of
Terrorism”
Annual
Review
of
Sociology.
Volume

Cambridge.

30,
Page
271‐286,
Aug
2004

8. Robert
Bates,
Avner
Greif
and
Smita
Singh.
2002
“Organizing
Violence”

Charles
Tilly,
The
Politics
of

Journal
of
Conflict
Resolution
46(5):
599‐628.

Collective
Violence,

9. Stathis
Kalyvas,
“The
Ontology
of
Political
Violence:
Action
and
Identity
in

Cambridge:
Cambridge

Civil
Wars,”
Perspectives
on
Politics
1
(2003):475‐494.

University
Press,
2003.
 

12.2.2008
 Week
15:
Responding
to
 1. Sander,
Todd,
Dan
Arce
and
Walter
Enders.

2008/
Copenhagen
Consensus

Terrorism
–
connecting
 2008
Challenge
Paper
Terrorism

theory
to
practice
 http://www.copenhagenconsensus.com/Default.aspx?ID=1152

2. Seth
G.
Jones,
Martin
C.
Libicki.

2008.

How
Terrorist
Groups
End

Michael
Addison.
2001.
 http://www.rand.org/pubs/monographs/MG741‐1/

Violent
Politics:
Strategies
 3. Long,
Austin.
On
''Other
War''
Lessons
from
Five
Decades
of
RAND

of
Internal
Conflict.
 Counterinsurgency
Research

Ashgate.

 http://www.rand.org/pubs/monographs/MG482/



Jeff
Goodwin,
No
Other

Way
Out:
States
and

Revolutionary
Movements,

1945‐1991,


Cambridge
University

Press,
2001.

12.16.2008
 Paper
Due
 


Tuesday


14