The Long Game: Hamas, The IRA, and the Politics of Radicalization in Palestine and Northern Ireland

The value of a comparative study of the two conflicts stems from a remarkable similarity in the structural organization of political violence by its most influential practitioners: the IRA and Hamas. At the core, I have merely tried my best to approach a beguiling question in a fresh, dynamic way. The stultifying discourse of conflict that serves as lingua franca for the Israeli‐Palestinian issue has largely reduced strategic debate to how best the conflict can be managed – not ended. Prime Minister Benjamin Netanyahu’s focus on “economic peace” and unwillingness to commit to a two‐state solution – the consensus that has governed peacemaking for decades – belies such thinking. The Clinton Administration’s cadre of Mideast negotiators operated amidst the most rapid institutionalization of Palestinian democracy in history ‐ yet remained obsessed with Israeli‐Arab “confidence‐building” measures, doing little to legitimize the gains of Oslo. So long as Palestinians continue to view the creation of Israel as “al‐Nakba” – the catastrophe – whilst successive Israeli governments refuse to grant their aspirations any legitimacy, there can be no progress. Peace requires empathy, a substantial compromise in the context of internecine conflict. The “long war” both conflicts have become mandates an equally expansive, broad‐based and labor‐intensive approach – a demanding process that can only be called The Long Game.

Learning = playing: Interactive learning with game-based design principles

This paper explores the rapid escalation of demand for information in both complex and convergent forms of accessible technology. The authors contend that this growth creates a concomitant demand for a highly skilled information technology workforce. To ensure the preservation and continued development of this workforce, education of the information technology professional is increasingly acknowledged as one of the primary challenges
confronting educators and educational institutions. Many institutions have sought solutions to this educational conundrum in populist concepts of e-learning

Rugby league: a game in crisis

This study examines the issue of crisis and reputation management strategies in Australian sporting clubs and finds that not only are individual clubs unaware of the potential impact of such crises on their organizations, but that they also have no training, contingency plans, or strategies to handle crises of any sort either at this or at the national league level. It uses the Australian Rugby League organization as a case study f()r examining these issues and concludes with several recommendations for improving crisis management and communications policies in Australian sporting organizations and for their stakeholders.

Many public and private organizations prefer to ignore the reality that "bad things" can happen, either through denial of their vulnerabilities or through myopia about their successes and strengths (Elliott, 2002). A crisis can be defined as any problem or disruption that triggers negative stakeholder reaction and extensive public scrutiny (Newman, 2003). Effective crisis management lies in continuous learning processes designed to equip managers with the capabilities, flexibility, and confidence to deal with sudden and unexpected problems or events (Robert & Lajtha, 2002). Good crisis leaders are those who can make fast decisions under pressure and who can keep the big picture consequences of actions and words in mind when making these decisions 030in & Lagadec, 20(0). In 2004, the Rugby league in Australia was both ill-prepared and ill-advised to effectively deal with a sex scandal involving a number of their players on an official club tour. In classic crisis escalation, what should have been a serious but easily dealt with problem became a major reputational and institutional crisis for the league, its sponsors, its players, and its fans.

Doing literacy online : teaching, learning and playing in an electronic world

The essays in this volume provide an international perspective on persistent and emerging questions related to the use of online technologies for teaching and learning. They demonstrate that online literacy practices can be understood only when they are examined within their social, political, economic, cultural, and historical contexts.

Text next : new resources for literacy learning

This collection of resources provides classroom examples and case studies, offers a platform of ideas for teachers to investigate new ways of building the literacy development of their students.

Play to learn : building literacy in the early years

Features a range of activities that will help teachers use pretend play in the classroom.

Using ICT to support literacy and numeracy in rural schools

This project grew directly from the SiMERR national forum of 2003 and involved a partnership between SiMERR Victoria and the Association of Independent Schools of Victoria to evaluate a PD model for rural independent schools. The initiative was that of AISV and the Deakin team conducted a formative and summative evaluation.

Play and literacy: what is the connection?

The quality of a child’s ‘pretend play’ during preschool relates to their language ability and ability to retell a story when they reach early primary school.

Make a game or adapt a game

Provides an idea on how to devise a mathematical game for primary students. Requirement of an effective mathematical game; Design of the game; Criteria for judging.