scholarly journals What Makes a Terrorist? Muslims’ and non-Muslims’ Lay Perceptions of Risk Factors and Their Consequences for Counter-terrorism Policy Support

Author(s):  
Jonas R. Kunst ◽  
Milan Obaidi ◽  
Ann-Cathrin Coenen ◽  
Vilde D. Vasseljen ◽  
Paul Gill
2021 ◽  
Author(s):  
Jonas R. Kunst ◽  
Milan Obaidi ◽  
Ann-Cathrin Coenen ◽  
Vilde D. Vasseljen ◽  
Paul Gill

The question of why people become terrorists has preoccupied scholars and policy makers for decades. Yet, very little is known about how lay people perceive individuals at risk of becoming terrorists. In two studies conducted in the U.K., we aimed to fill this gap. Study 1 showed that Muslims and non-Muslims perceived a potential minority-group terrorist in terms of both structural (e.g., life-history, social) and individual risk factors (e.g., personality, psychopathology, ideology). In Study 2, Muslims and non-Muslims perceived a potential right-wing majority-group terrorist as having more individual predispositions to terrorism than a potential left-wing terrorist. Importantly, in both studies, individualist perceptions such as psychopathology were positively associated with support for stricter law enforcement, whereas structuralist perceptions such as adverse childhood experiences were positively associated with support for social interventions. Lay people seem to have multifactorial understandings of individuals at risk of becoming terrorists, which influence their counter-terrorism policy support.


2016 ◽  
Vol 46 (1) ◽  
pp. 121-137
Author(s):  
Rebecca Newhook

As students venture off campus for university-sponsored activities, are they at risk, given that universities are better able to control risk factors on campus than they can for their off-campus activities? Co-operative education is a formalized and longstanding academic program that often sees students spend upwards of a third of their time off campus during the completion of a degree; thus, a discussion of the risks in co-operative education could provide a basis for assessing levels of risk for other off-campus activities. This qualitative, descriptive case study examines co-operative education co-ordinators’ perceptions of the risks to students in co-operative education programs in Canadian universities. Fourteen co-ordinators from across Canada participated in one-on-one interviews. Co-ordinators acknowledged that of the partners in co-operative education, the student is the most at risk. However, they viewed co-operative education as a safe endeavour for students, and there was agreement that the actual risk to students is minimal. The risk factors identified by co-ordinators included personal safety, harassment, youth or limited life experience, and mental health.  


2018 ◽  
Vol 82 (1) ◽  
pp. 47-53 ◽  
Author(s):  
Cristina D. Presoto ◽  
Danielle Wajngarten ◽  
Patrícia A.S. Domingos ◽  
Juliana A.D.B. Campos ◽  
Patrícia P.N.S. Garcia

Author(s):  
Sam Surka ◽  
Krisela Steyn ◽  
Katherine Everett-Murphy ◽  
Thomas A. Gaziano ◽  
Naomi Levitt

Background: South Africa currently faces an increasing burden of cardiovascular disease. Although referred to clinics after community screening initiatives, few individuals who are identified to be at high risk for developing cardiovascular disease attend. Low health literacy and risk perception have been identified as possible causes. We investigated the knowledge and perceptions about risk for cardiovascular disease in a community.Method: We conducted a series of focus group discussions with individuals from a low incomeperi-urban community in the Western Cape, South Africa. Different methods of presenting risk were explored. The data were organised into themes and analysed to find associations between themes to provide explanations for our findings.Results: Respondents’ knowledge of cardiovascular disease and its risk factors varied, but most were familiar with the terms used to describe cardiovascular disease. In contrast, understanding of the concept of risk was poor. Risk was perceived as a binary concept and evaluation of different narrative and visual methods of presenting risk was not possible.Conclusion: Understanding cardiovascular disease and its risk factors requires a different set of skills from that needed to understand uncertainty and risk. The former requires knowledge of facts, whereas understanding of risk requires numerical and computational skills. Without a better understanding of risk, risk assessments for cardiovascular disease may fail in this community.


2020 ◽  
Vol 29 (2) ◽  
pp. S18-S23
Author(s):  
Chong Xue Ying ◽  
Azlina Yusuf ◽  
Soon Lean Keng

Background: Intravenous therapy is an integral part of professional nursing practice. Nurses have a responsibility to recognise risk factors for phlebitis. Aims: To investigate nurses' perceptions of risk factors for phlebitis in a tertiary teaching hospital in north-east Peninsular Malaysia. Methods: A cross-sectional study of 199 randomly selected nurses were surveyed for their perceptions of risk factors for phlebitis using a self-administered questionnaire. Findings: More than half of the nurses (56.8%) had a good perception levels of risk factors for phlebitis. There was a significant association between the clinical area and nurses' perceptions of risk factors for phlebitis (p=0.04). Nurses working in medical, orthopaedic, and surgical areas had slightly better perceptions than nurses working in multidisciplinary and oncology areas. Conclusion: These findings suggest that nurses need to continually improve their knowledge about risk factors for phlebitis to ensure safer nursing practice.


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