Weak State caused long duration of insurgency between 1995 to 2016
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Your vote was cast
Thank you for your feedback
Thank you for your feedback
State fragility index and matrix dataset
Political opportunity structure
Global terrorism dataset
State effectiveness score
State legitimacy score
Security effectiveness score
Security legitimacy score
Political effectiveness score
Political legitimacy score
Economic legitimacy score
Economic effectiveness score
Social effectiveness score
Social legitimacy score
MetadataShow full item record
AbstractSaddam Hussein’s government and the Taliban regime were both toppled in the early months of U.S. invasion. Nevertheless, the U.S. and coalitions’ supported government in both Iraq and Afghanistan have been battling insurgencies since the U.S. invasion. To be exact, the U.S. has been conducting counterinsurgency campaigns in Afghanistan since 2002, and in Iraq since 2003. Why would such operations last so long despite U.S. military might? Many scholars have argued differently on the causes of long duration insurgencies but none has given an argument that can explain all cases of prolonged insurgencies. In this paper, I used the theory of political opportunity structure which posits that “repertoires for protest have traditionally been seen as influenced by political opportunity structure, consisting of both a formal, institutional aspect and an informal, cultural one (Porta 2008, 223)” to argue that weak states caused long duration insurgency between the years of 1995 to 2016. My argument gives another alternative argument that can explain the causes of long duration insurgencies. Using 66 cases of insurgency, from the Global Terrorism dataset, I showed that state weakness caused long duration insurgency between the periods of 1995 to 2016, but the only indicators of state weakness that are statistically significant to the duration of insurgency are security effectiveness score and security legitimacy score. Therefore, my policy recommendation is that for states to carry on successful Counterinsurgency campaigns they need to focus on improving the capability of their security forces, and seek public approval of their security apparatus .
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States
Showing items related by title, author, creator and subject.
Effects of Geographical Upbringing and Intergroup Contact on Racial AttitudesPrisco, Janine M. (2010-03-18)The repercussions of racism can range from ignorance and neglect to injury and even death. Ways to decrease attitudes of racism have been debated for centuries, resulting in various theories. The contact hypothesis, a half-century old idea, states that increased intergroup contact can decrease negative attitudes. Research has also found the quality of contact between racial groups plays an important role in increasing positive racial attitudes. The current study tests this theory and further theorizes that individuals from rural environments will report greater racism than individuals from urban environments. African American (n=57) and Caucasian (n=176) participants were asked about where they grew up (to assess urban/rural status), quantity and quality of contact with the racial out-group growing up, and their current racial attitudes. Overall, results suggest that the roles of quantity and quality of contacts are significant factors in predicting interracial prejudice, while area of upbringing was not.
Teachers' perceptions of the effects of the Common Core Standards on student academic achievement.Catalano, Hannah (2014)This project was designed to examine the how teachers feel the new Common Core State Standards were designed to integrate the requirements of high school and postsecondary education into the curriculum in order to prepare students for the educational demands of post-secondary education and the workforce by their 11th grade year. This project is an analysis of the perceptions of K-6 educators in Western New York on student academic achievement based on the implementation of Common Core State Standards in English Language Arts and Mathematics. The educators were voluntarily asked to answer simple questions based on how they feel towards the implementation of the Common Core State Standards Modules and the effects of the modules on the academic achievement of their students.
What effect will a mathematics intervention have on 7th grade students' achievement solving equations?Gates, Leigh (State University of New York College at Fredonia, 2017-05)The adoption of the Common Core State Standards (CCSS) came many high expectations including the CCSS offering a "foundation for the development of more rigorous, focused, and coherent mathematics curricula" (NCTM, 2016, para 1). The following study focuses on an intervention to investigate a specific differentiated instruction strategy to use in a mathematics inclusive classroom to increase student achievement. More specifically the intervention includes two strategies to solve equations (1) algebraic method and (2) hands-on method. The data showed that the intervention provided improvements to student achievement when solving equations in a 7th grade mathematics classroom. Another finding indicated that more students felt comfortable solving equations using the algebraic method. Future research can focus in a different setting to further investigate the differentiated instructional strategies from the study. [from author's abstract]