Sumo in a Ninja Fight: A Critical Study of Army Force Structure in the 21st Century Environment

1999 ◽  
Author(s):  
Justice S. Stewart

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 89-97
Author(s):  
Dr. Shaista Zeb ◽  
Dr. Ubaidullah Khan ◽  
Muhammad Ajmal

Taboo is a religiously and socially prohibited practice. In a society, known for its conservative approach and attitude, several subjects have long not been discussed in a public discourse. This study explores how the media revolution of the 21st century is changing this situation by compromising and recontextualizing these taboos, as depicted through a text or talk. In recent years, the country's private TV industry has depicted some highly unpleasant topics in its dramas. The critical perspective of Ernesto Laclau and Chantal Mouffe (1985) probes deeply into the discourse of TV dramas to uncover the hidden ideologies behind the words in broader social and cultural contexts. To show this change, this study analyzes six Pakistani dramas dealing with hitherto tabooed topics to reveal the pros and cons of the growing ideological trends in Pakistani TV Dramas. First, the study outlines the significance of drama in shaping and recontextualizing ideologies. Second, it outlines certain salient taboo features applicable to almost every play. Finally, it suggests a few improvements in a bid to make things better.





Author(s):  
Douglas Pratt

Terrorism is a multifaceted phenomenon. It is by no means the sole province of religious fundamentalism although it can be (and sometimes is) the end result of an ideological trajectory identified as “fundamentalist.” Following a “higher dictate” or a “divine command” may obviate otherwise normal attributions of culpability. Thus, Christian extremism can issue in terrorism, where an otherwise negatively valued destructive act can be transformed and rendered acceptable, even laudable. Such acts may qualify as terrorist, at least in some respects. An analysis of the ideology of religious fundamentalism reveals that an extreme perspective can originate as simply a passive viewpoint, manifest as an assertive identity orientation, and emerge to be a fanatically imposed program of aggressive behaviors and actions. Christian fundamentalism is a specific variant of religious fundamentalism and, indeed, it is from within modern Christian history that the term “fundamentalism” arose. Its use today is much broader, denoting a generic phenomenon with wide application, even beyond religion. The motif of exclusivism, which is inherent to fundamentalist ideologies and values, is an important dimension to be taken account of. It is critical to understanding the specifics of Christian extremism and terrorism. Similarly, the issue of theological justification for Christian extremism and violence, together with biblical motifs and references for violence and extremism, are important dimensions for critical study. Christian extremism rests on select biblical models and references, such as that of Phineas (Num. 25) and proffers self-justifying theological support. In short, Christian fundamentalism manifests an ideological sequence of factors whose cumulative impact once (or if) the final factor of enacting violence is reached, can be devastating. There is historical evidence for this as well as contemporary examples. The ideological and behavioral trajectory of 21st-century fundamentalist Christians can—and in some situations does—result in deadly terrorist behavior. And as with any religion, such ideology leading to terrorism is necessarily extreme: a deviance from the norm of religious values and behaviors.



2016 ◽  
Vol 19 (7) ◽  
pp. 1127-1143 ◽  
Author(s):  
Jesper Aagaard

This article provides a critical study of the ambivalent nature of educational technology. Departing from the fact that the contemporary classroom is no longer a bounded and discrete space, the article uses ethnographic participant observation to provide thick descriptions of technologies-in-use at a Danish business college. These observations suggest that educational technologies play much more nuanced roles than hitherto imagined. Building on the notion of spatial imaginaries, the article explores two complementary patterns of spatial relations in the classroom: Educational technologies open a gateway to the world that can be used both to bring relevant information into the space of the classroom (“outside-in”) and to escape educational activities in favor of off-task activity (“inside-out”). By exploring these twin movements, this article hopes not only to provide a glimpse into the 21st-century digitized classroom but also to showcase the uneasy position of educational technology between burden and blessing.



GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 500-509
Author(s):  
Gyan Chand ◽  
Dr. Rajeev Kumar Singh

In the 21st century, mobile has developed as basic framework to interface residents, organizations, and networks the same to new chances. However for an excessive number of networks, the guarantee of fast, affordable, and reliable telecom access remains unrealized. Mobile connectivity has been changing our lives today and contacting the correct group of spectators made simple by telecom specialist co-op and consumer loyalty which changes over into deals. In this publicizing assume imperative job in coming to the unreached as far as online administrations. In this specific circumstance, an endeavour has been had to investigate the effect of promoting on offers of Airtel mobile services.



2002 ◽  
Vol 96 (1) ◽  
pp. 262-263
Author(s):  
Lawrence Freedman

Clausewitz once observed that in war everything is simple, but the simplest things are very complicated. This seems to apply doubly so to nuclear deterrence. The principle is very simple: A potential enemy is persuaded not to do anything rash by the prospect of devastating retaliation. But it soon gets complicated. What difference does it make if the idea is not only to protect the homeland but also allies? As potential enemies acquire their own means of devastating retaliation, issues of preemption arise, and this requires close attention to the details of force structure. How varied, overwhelming, and surprising need the attacker be, especially if there is little interest in preemption? How much need the defender disperse, conceal, or protect forces, or develop antimissile defenses, just in case the other side is contemplating preemption? What happens if both sides are contemplating preemption at the same time? Can understandings, tacit or negotiated, between potential enemies ease the dangers of a crisis getting out of hand?



Author(s):  
Herfried Münkler
Keyword(s):  


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