Terrorism is designed to change minds by destroying bodies; it is a form of costly signaling. Terrorists employ five primary strategies of costly signaling: attrition, intimidation, provocation, spoiling, and outbidding. The main targets of persuasion are the enemy and the population that the terrorists hope to represent or control. Terrorists wish to signal that they have the strength and will to impose costs on those who oppose them, and that the enemy and moderate groups on the terrorists' side cannot be trusted and should not be supported. Each strategy works well under certain conditions and poorly under others. State responses to one strategy may be inappropriate for other strategies. In some cases, however, terrorists are pursuing a combination of strategies, and the response must also work well against this combination.

The Strategies of Terrorism

This dictionary provides succinct and often witty explanations of over 1000 potentially troublesome terms encountered in the study of literature, from "absurd" to "zeugma". Fully cross-referenced, the entries cover prose, verse, drama, and literary theory from ancient Greece to contemporary schools, and give details of adjectival forms, derivations, and terms from languages and literatures other than English. The book is aimed at general readers; students (from the 6th Form upwards) and teachers of English literature; and those studying classical and modern European literature.

The concise Oxford dictionary of literary terms

A taxonomy of the emotions of literary response and a theory of identification in fictional narrative

The ills of education are caused, this text argues, by the fact that we have inherited three major educational ideas, each of which is incompatible with the other two These mutual incompatibilities, it continues, bring about clashes at every level of the educational process, from curriculum decisions to teaching methods The text presents an alternative It concludes with practical proposals for how teaching and curriculum should be changed to reflect this new conception and fit in with how we actually learn

The educated mind : how cognitive tools shape our understanding

Metaphor is grounded in embodied experience

ACCORDING to one mode of regarding those two classes of mental action, which are called reason and imagination, the former may be considered as mind contemplating the relations borne by one thought to another, however produced, and the latter, as mind acting upon those thoughts so as to color them with its own light, and composing from them, as from elements, other thoughts, each containing within itself the principle of its own integrity. The one is the [Greek], or the principle of synthesis, and has for its objects those forms which are common to universal nature and existence itself; the other is the [Greek], or principle of analysis, and its action regards the relations of things simply as relations; considering thoughts, not in their integral unity, but as the algebraical representations which conduct to certain general results. Reason is the enumeration of qualities already known; imagination is the perception of the value of those qualities, both separately and as a whole. Reason respects the differences, and imagination the similitudes of things. Reason is to imagination as the instrument to the agent, as the body to the spirit, as the shadow to the substance. 1

Percy Bysshe Shelley

Papers

A Defence of Poetry

letters of Percy Bysshe Shelley

The letters of Percy Bysshe Shelley

The Revolt of Islam

The Letters of Percy Bysshe Shelley, Vol. 1: Shelley in England: Shelley in England