Advertising in Schools Essay Example for Free (#2)

Advertising in Schools Essay ? Although this semester our class has discussed the different types of advertising in the marketplace, one technique that was not discussed is that of advertising in schools. This idea is a growing technique that if conducted the right way, could perhaps benefit not only corporate organizations, but also schools and students. However, there are many critics, along with parents that feel advertising in schools is a horrible idea and could only lead to harm. Many advertisers view children as a profitable three-in-one market. That is, 1) As buyers themselves 2) As influencers of their parents purchases, and 3) As a future adult customer. Every year, children have an estimated $15 billion of their own money, of which they spend $11 billion of it on products such as toys, clothes, candy and snacks. Children also influence at least $160 billion in parental purchases. Generally speaking, today’s children have more money to spend than ever before. Companies know this and find that advertising to the ‘youth of the nation’ can be beneficial and lead to future dedicated customers. Because of the increase in children’s spending power in recent decades, advertisers have closely targeted children as consumers. New advertising strategies aimed at children have been steadily growing and expanding. The toy-related program, or program length commercial (which is just like a infomercial) is developed to sell toys, and stirred public attention and debates. Along with this form of advertising, 900-number telephone services were accused of being aimed at children. In the 1980’s, children got their own TV networks, radio networks, magazines, newspapers, kids’ clothing brands, and other high-price items such as video games and other high-tech products. Other new advertising strategies include kids’ clubs, store displays directed at children, direct mailing to children, and sponsored school activities. At first glance, selling corporate sponsorship rights to pay for school activities looks like a win-win situation. Needy schools get resources they need. Companies get new marketing opportunities that can build brand loyalty. After all, advertising in schools is nothing new. Districts have long used ads from local businesses to help pay the costs of school newspapers, yearbooks, and athletic programs. Even here at CBU our athletic department sells ads for ‘Sports Media Guides’ to local institutions as well as national organizations. A growing number of companies are offering schools money for a chance to market their products directly to students. As budgets shrink, schools must find ways to get extra funding. Many schools are doing away with fund-raising and have begun to look at corporate dollars to fund just about everything. Signing contracts with these companies seems like an easy way to get the money they need. Schools need funding for in-school activities and equipment, and, in order to reduce the number of children going home to empty houses, they need to fund many after-school activities. Product advertisements can be found almost everywhere in schools. They are most frequently found in stadiums, gymnasiums, school cafeterias, hallways, and on textbook covers. Some schools across the nation are even putting advertisements on school buses. So what types of advertising are out there in our schools? There are different categories that ads can fall into. The following categories can represent most the advertising techniques used in our schools today and give a description of how they work. Types of Advertising 1) In-school advertisements In-school ads are forms of advertising that can be found on billboards, on school buses, on scoreboards, in school hallways, in soft drink machines, or on sports uniforms. This type of advertising is also found in product coupons and in give-aways that are given to students. 2) â€Å"Exclusive rights† contracts A company gives money to schools that carry ONLY their products. Extra money can also be given if a schools’ sales exceed a certain amount(quota). 3) Corporate-sponsored educational materials and programs Sponsored educational materials include free or low-cost items which can be used for instruction. Examples of these may include; multimedia teaching kits, videotapes, software, books, posters, activity sheets, and workbooks. While some of these materials may be ad-free, others may contain advertising for the producer of the item, or they may contain biased information aimed at swaying students towards a company’s product or service. 4) Corporate-sponsored contests and incentive programs This is where students compete for prizes by selling, buying or collecting labels for a certain product. These contests and incentive programs bring brand names into the schools along with the promise of such rewards as free pizzas, cash, points towards buying educational equipment, or trips and other prizes. 5) Ads in classroom materials and programs Ads in classroom materials include any commercial messages in magazines or video programming used in school. A perfect example of this type of advertising is â€Å"Channel One†. Channel One is a 12-minute daily news show for students in grades 6 through 12 that includes two minutes of age-appropriate ads for products like jeans and soft drinks. In exchange for airing the program each day at the same time for three years, Channel One gives schools a satellite dish, a cable hookup, a television monitor for each classroom, and an agreement to service the equipment for the three years. While some state school systems had originally said ‘No’ to Channel One, the company reports to be present in some 350,000 classrooms. So what types of guidelines are set to insure that in-school advertising is done correctly and does not become overly exploited? Those who support the call for guidelines include educational groups such as the Association for Supervision and Curriculum Development, The National Parent Teacher Association, and the National Education Association. The Society of Consumer Affairs Professionals in Business(SOCAP) and Consumers International are two consumer interest groups that have formulated guidelines for sponsored materials. These guidelines suggest that†¦ † †¦ education materials should be accurate, objective, clearly written, nondiscriminatory, and noncommercial. † (Karpatkin & Holmes) In dealing with the issues of in-school commercialism, Karpatkin & Holmes suggest a three-pronged approach that includes: * Reviewing all sponsored materials and activities and holding them to the same standards as other similar items by using the SOCAP guidelines. * Pursuing noncommercial partnerships with businesses and rejecting the notion that it is ethical to bring advertising into the schools to provide materials or funds. * Begin the teaching of media literacy in elementary school, to educate children to be critical readers of advertising, propaganda, and other media messages. Groups that support advertising in schools have very strong arguments to back their case. It seems that there is a large area for investment in advertising in schools. It also appears that if handled correctly, advertising techniques in schools can lead to the raising of an overall helpful, efficient way to ‘fundraise’. Although advertising in schools may bring needed increases in funds, it is not without controversy. Many people are opposed to advertising in schools. They feel that children are being exploited for profit because big companies feel students are a captive, impressionable audience. Is there any way to balance the true goals and purposes of advertising in schools? Perhaps the best way is to have each school decide what amount and types of advertising in their schools is acceptable. And although advertising in schools seems to be a great way of obtaining funds for school activities, every school board should definitely be sure they know what they are getting into before signing any contracts with big time corporations. In-school Advertising Grace Farrell Promotional Strategy Dr. Peyton 12/02/02 Bibliography Chaika, Gloria. Education World. 1998 Education World. Consumers Union Education Services(CUES). 1990. Selling America’s Kids: Commercial Pressures on Kids of the 90’s. Yonkers, N. Y. Karpatkin, Rhoda, H. and Anita Holmes. 1995. Making schools ad-free zones. Educational Leadership 53(Sep, 1):72-76. McNeal, James U. 1990. Kids as customers. New York: Lexington Books. McNeal, James U. â€Å"Planning Priorities for Marketing to Children†. The Journal of Business Strategy. 1991. Advertising in Schools. (2016, Oct 18).

The life of Peter Research Paper Example | Topics and Well Written Essays - 1750 words

The life of Peter - Research Paper Example During the life of Peter he faced accidental greetings, scenes which were divine and most importantly he faced refusal. Hence it is believed that the story of Peter in the bible is one of the greatest narrations that depict a transformation in the way of life. It has been observed that amongst all the twelve believers Jesus had during His rule on Earth, Peter is considered to be the most candid of all. Undoubtedly he was considered to be the part of the most gallant advocates of the belief. His birth was of a common man but the death was of a great apostle. It has been observed that the start of his life was very modest in origin. As mentioned earlier the original name of Peter was Simon. It was Jesus who improved his name to Peter. The name Peter has literally originated from the term Petra which means "rock". Peter was basically a fisherman from the Galilean times and is apparently the brother of Andrew. Peter and his brother are considered to have their origination from the settle ment of Bethsaida. It is said that Peter was also a follower of John (Baptist). He was married. Before he had experienced divinity was a corrupt and sinful man. The guilt of being sinful was seen at various occasions, especially when he was in the company of Jesus Christ. Peter and his brother Andrew have the honor of being the first believer. (Meyer, 35) Since the fishermen of that time were fierce, bold, fearless, hot tempered and often used abusive language all these aspects were also present in Peter. Since their job requires physical labor which had made them rough and tough. They were full of themselves and had a bossy attitude. Their life was rough and bold as they had encountered various ups and downs in life like storms and thunders which had shaped their personality. Peter before he had met Jesus was lost and did not have any goal in life. But once they found Jesus without any further thoughts they starting to believe Him and followed him. They did not question Jesus Chris t and left everything behind for the sake of being good humans and firm believers. Like I mentioned previously, peter was one of the first believers of Jesus Christ as well as he has the honor of being the spokesman of Jesus at various occasions irrespective of the good or the evil. The thing that separates Peter from any other disciple is the unique vision he possessed which was related to the image of Jesus. Jesus's title that is 'Son of the Living God – The Savior' was also given for the first time by this noble man. He was so humble and considered himself so guilty of the sins he did in his earlier life that he used to feel that he did not deserve to be in the company of such a holy man. The love Jesus had for his him and his brother made them distinct and the â€Å"fishers of men†. There were certain flaws that were associated with Peter. For instance, that the boldness Peter flaunted most of the times became wrong for him. It is said that once he scolded the God and claimed that he could even sacrifice his life for Jesus. Despite this when Jesus was arrested and trialed, Peter refused the Lord around three times. Jesus was insightful and he knew that among his disciples who is actually honest to him and who would ultimately cheat on him. Peter has the honor of witnessing many miracles associated with Jesus from his own eyes. Along with two other disciples he witnessed the Shekhinah Glory during the time of Transfiguration. This is considered to be the time when the humanity

Case study Example | Topics and Well Written Essays - 750 words - 1

Case Study Example LVMH constitutes of 60 subsidiaries each controlling several prestigious market brands. The company is interested in five-service and product area that include leather and fashion products, jewelry and watches, cosmetics and perfumes, alcohol (spirits and wines), and selective retailing. The subsidiaries have independent management though the overall management influences operations. LVMH’s corporate strategy is defined as strategic merge of independent companies that produce different or slightly different products. The companies may be thriving in the same market region or different market region (Wendlandt & Denis 3). LVMH creation of value LVMH seeks to create value in different ways especially by providing new value, adding value to the existing brands and providing quality value. Since the company emerged, it has continually sought to create new value by searching for companies with high performance potential and signing them into the merger business. The company dynamic ally gains recognition and market ground that allow it to create new value by seeking and purchasing new brands (Hannaford 95). The cost of producing each commodity reduces by merging different production and marketing entities. Negotiating for reduced advertisement charges, raw material costs, distribution cost and other similar operation becomes easier. As a result, the quantity of specific items can increase to lure the customers. Another measure that LVMH strives to attain is setting standards that improve their brand items. This ensures improved commodity quality. Apart from the above strategies, LVMH organizes exhibitions to show case their products. Additionally, it participates in community activities to improve its image. The â€Å"LVMH Young Artistic Award† is an annual price for creativity competition for students sponsored by LVMH (Wendlandt & Denis 3). LVMH partakes in direct activities to ensure increased value by improving quality of products. These activities include formulation of vision, training, boosting technical skills to improve service, consolidating resources and interviewing new recruits. The newly employed recruits are initiated into their job environment immediately to evaluate their productivity. They later enroll in a training program to further their skill (Wendlandt & Denis 3) LVMH capacities that distinguish it from its competitors Several advantages place LVMH above its competitors. The synergies associated with its subsidiaries’ financial portfolios provide a strong financial backing. The organization can determine the benefits of each subsidiary and sponsor them accordingly (Hoskinsson, Hitt and Ireland 95). LVMH is strategically diverse especially in the market enabling the company to target and serve customers with different lifestyles. Each subsidiary provides a venture that targets different consumers. It caters for alcohol lovers as well as fashion-oriented people who do not drink. Diversification strength ens efficiency, parenting measures and increases market influence. Efficiency improves because each business benefits from links with the mother corporation. The corporation also gains from the relationship. Each separate business has numerous partnership options for coordination during distribution, research, logistics and purchasing (Thompson 145). In the event that a business encounters challenges that are difficult to address, the mother corpor

The National Rugby League Case Study Example | Topics and Well Written Essays - 1500 words

The National Rugby League - Case Study Example Rugby league was one of the three major sporting codes played in the winter, between March to September. The other two were Australian Football League (AFL) and the Rugby Union. The other two had made much progress in the previous years. The AFL had successfully included the girl’s competition in the league in order to broaden its junior ranks. Rugby Union on the other hand, had become very strong and successful considering the fact that in October to November 2003, it had organized and hosted a successful and high profile rugby world cup, which generated a huge profit of $40 Million. The Union has reinvested the money into the game, to improve its league at all levels. The National Rugby League wanted to grow and to do this, it had to first deal with the issues that had arose. It had to increase or maintain the crowds in order advance. It was necessary to increase the merchandise and win sponsorship. To expand the fan base, there was a plan to target the women. There was a plan to produce a 30 seconds lead commercial that would target the women audience. To do so, the commercial would feature the muscle star athletes and the well-recognized thumping background music â€Å"It’s my game† song of the voodoo gurus. There was also a need of increasing the multi-cultural fan base, which is very important for the league’s growth and marketing of the league. This was attributed by the fact that Canterbury Bulldogs, a famous Sydney-based NRL club, had a large multi-cultural fan base from different nationalities in Sydney. ... as attributed by the fact that Canterbury Bulldogs, a famous Sydney-based NRL club, had a large multi-cultural fan base from different nationalities in Sydney. In fact, one of their top players in 2003 was a Lebanese from Triploi Lebanon, by the name Hazem El Masri. He was such an inspiration and a great role model for junior players playing amateur rugby and aspiring to join the National league. This attraction of multi-cultural fan base in turn promoted the Canterbury Bulldogs, helping them to register more sells in merchandise than other clubs in the league. Case Problems The National Rugby league faced major problems that threatened to reduce the fan base, reduce sponsorship and popularity of the league. Canterbury Bulldogs one of the top clubs was rocked with a major scandal and this threatened to cause all the named problems. National Rugby League faced a huge responsibility, of ensuring that it took proper measures to prevent future incidences of such kind. One of the scandals that rocked the league was that its top club, Canterbury Bulldogs faced a sex scandal and potential loss of sponsors. In the pre-season of 2004, the Canterbury Bulldogs visited the country town of Coffs Harbour to play Canberra raiders. The Bulldogs team spent a night at the Novotel Pacific Bay resort, and one of the clubs policy never allowed women in to the hotel rooms where players spent. After the game on Saturday February 21, some of the players sneaked and went to party in the town and returned to the resort later that night. It was three days later on February 24 that reports of a sex scandal surfaced. The media alleged that on the night of 21st, six players had sexually attacked a 20-year-old woman. The players refuted that it was an attack. Some unnamed players said that the woman

Katharina Reiss Text Typology

Katharina Reiss Text Typology Reiss translation-oriented text-typology provides a systematic approach to translation. More interestingly, it approaches translation at the text level. This essay will examine Reiss typology with focus on Parting the Waters, published in National Geographic, a monthly magazine that borders on science, geography, history and culture. REISS TEXT-TYPOLOGY Reiss sees translation as an act of communication whereby the translator acts as a medium (secondary sender). This presupposes that a message has to be passed across, from the primary sender (source text) to the secondary receiver (target text). The major media are the source language and the target language. The aim here is to produce a target language text that is functionally equivalent to the source language text (Reiss 1971:160). This means the source text should be the consultative point for the translator. In order to achieve this functional equivalence, Reiss proposes a functional approach of text-typology. This approach takes into account the communicative functions of a source text as a basis for translating into the target text. In other words, a target text that does not have the same function as the source text is not entirely a translation, but what Reiss calls transfer (ref here). Reiss text-typology includes a two-phase approach in translating a text: Phase of analysi s and phase of reverbalization. The analysis phase basically involves establishing the text type, genre and style (linguistic form).The phase of analysis is the most important as that is what would inform the translation method to employ. Text-type of Parting the Waters Reiss identifies three text-types according to their communicative function namely: the informative type (communication of content), the expressive type (communication of artistically organised content) and the operative type (communication of content with a persuasive character). There is another hyper-type which she calls the audio-medial text type. This is more of a super-ordinate term for the other three and does not concern the text in question since it is a written text. Parting the Waters can be seen chiefly as an informative text type; first given the context of the text: magazine and second because it gives factual information about a place: Korea, and the geographical events that take place there. The translation strategy recommended in this case by Reiss should thus focus on conveying content. Text variety (genre) of Parting the Waters This stage has to do with the conventions of structure and language adopted by the text. However, Reiss explains that they may differ according to different cultures. The importance of this is to be able to find a functionally equivalent convention in the target text culture. In this light, Parting the Waters is a kind of popular scientific text. This suggests also that it seeks a wider audience other than scientists. This leads to the final stage of analysis: style. Style in Parting the Waters The final stage of analysis has to do with detailed semantic, syntactic and pragmatic analysis of the language use (Reiss 1971:166). Ordinarily, one would expect that when a text is an informative type, even the language used should be such that it is aimed only at giving facts. But that is often not the case, as Reiss herself admits not in one single language do form and function show a 1:1 relation (166). Hence, looking at the text, one would find a similar occurrence. The text has expressive language such as the internal rhymes: tides, divine, divide; of 15 feet. There is also an allusion to a biblical story: not divine interventions, an expression that answers the presupposition in the title itself Parting the Waters. Reiss thus considers this stage of analysis the most important, as the translator is faced with a decisive battle on what would inform the translation: the language or the function of the text. At this point, Reiss posits that if using an equivalent language style m ay weigh on the content of the text, then the translator should stick to the predominant function of the text. Translating Parting the Waters to Yorà ¹bà ¡: limitations Taking into consideration the content-focused function of the text, the translator is expected to employ a method that would achieve the same function as that of the target text by translating according to the sense and meaning (Reiss 1971:167). This suggests that the meaning conveyed by the target text should be equivalent to the meaning in the source text. For this to be achieved, Reiss adds that what is conveyed implicitly in the SL text should be explicated in the TL and vice versa (167). Being a popular science text, and specifically about geography, Parting the Waters has terms such as peninsula, southwestern, mile, width, feet, and spring. While some of them might have some kind of equivalence (i.e. peninsula, mile width) in , a climatic description like spring poses a problem because Yorà ¹bà ¡ neither has a word nor group of words for it. This is basically due to the different weather conditions. The question is: what should the translator convey here? This is important be cause spring as used in the text plays a major role in the content; by telling us when an event takes place. The only alternative here would be to replace the word with the time of the year this season happens in Korea. The problem with this is that it might change the meaning, as the sense of season is different from the calendar year. This aspect of the translation problem seems to call on Nidas gloss translation of formal equivalence, that is, the use of footnotes in order to make the text fully comprehensible (Nida 1964:129). What this means is that Reiss method is not sufficient to solve this translation problem. In talking about divine interventions, the text makes allusion to a biblical story about the Red Sea. This could be because the author had a target audience in mind and presumes they know about the story in the Bible. Although this can also be linked to the use of expressive language, it is however difficult to ignore the fact that this type of language use plays a role in the text- to maintain the interest of the reader. If the original audience for the source text were scientists, there is doubt as to whether expressive language would have been used at all, since all that would be needed are facts. The question is whether or not to include it in the translation. The answer to this is dependent on another question: who are the audience? Sacrificing the expressive form might change the text to an entirely scientific or historic one. This means a different readership, as it may not appeal to a common reader. The problem here is that Reiss method overlooks the fact there is an addresse e for even an informative text type. She acknowledges this only in the text variety stage. Communication itself is not complete without a receiver, in this case the audience. The title, Parting the Waters, also draws attention. It first makes the reader think of the biblical story of the red sea, and then makes a reader assume that is what the text is about. But this effect can only be achieved based on a shared knowledge between the author and the reader about the biblical story of the Red Sea. This assumption too must have been informed by the fact that the author had an audience in mind. However, the author quickly attends to this curiosity and possible misconception by the following opening sentence Tides, not divine interventions, divide Unfortunately, the target language (Yorà ¹bà ¡) audience is a mixture of different religions. In this text the title performs an expressive function, but that is not to say its predominant function is expressive. Since it is an informative text, one would expect again that the title would be informed by the major content being conveyed. But this is not the case. Moreover, attractive titles seem to be a common featu re of this genre. This is also a common feature of Yorà ¹bà ¡ magazines (ref here). The question here is: since content is the aim, should the target title be informed by the content alone and leave the use of expressive language? This of course is possible, as Reiss already advises on ignoring such language use especially if it will weigh on the content. The translation can simply have à pa-Õnà   Ã’kun Korea which means The Path between Korean Waters. The consequence of this however is that it might not appeal to the wider audience except a few, specialists. This brings up again the question: who are the audience? Reiss considers this an appropriate factor only when the function of the target text is different from the source text (Reiss 1971:170). What her typology fails to recognise is that both source and target texts can have the same function (as in the case of Parting the Waters) but different addressees. CONCLUSION While Reiss translation-oriented text-typology provides a systematic method of approaching a translation task, it does not provide a complete solution for some problems in English to Yorà ¹bà ¡ translation of Parting the Waters. This suggests that it is not absolute that a text function will provide a translation strategy. Fawcett (1997: 107) makes this same point: There is simply no necessary link between text function and translation strategy. Just because we have identified a text functiondoes not mean that we are led inexorably to any logical or translation-scientific imperative to take this function as an overriding parameter to which we subordinate our translation decisions. This further suggests that other translation theories are valid and useful to the extent to which they proffer a solution to a translation problem.

Discontinuity in Self-Reliance and When I Consider How My Light Is Spen

Discontinuity in Self-Reliance and When I Consider How My Light Is Spent  Ã‚        Ã‚   Ralph Waldo Emerson emphatically proclaims in "Self-Reliance" that "the highest merit we ascribe to Moses, Plato, and Milton is that they set naught at traditions but spoke†¦what they thought" (515). Emerson declares that Milton’s greatness is attributed not to conformity but rather to originality. Milton’s break with consistent expectations is epitomized in his use of a Petrarchan sonnet in the poem "When I Consider How My Light Is Spent." Nonconformity and discontinuity in a man’s approach to life are the doctrines espoused by Emerson in his work "Self-Reliance," and Milton embodies an Emersonian outlook while inwardly searching for personal truth in his sonnet. The lack of formal structure in the works of the two authors enhances rather than inhibits the reader’s grasp of the literature. Although both Emerson and Milton employ a discontinuous literary style in their respective works, Emerson revels in his lack of continuity to further prom ulgate his ideology of nonconformity and inconsistency while Milton’s use of discontinuity is procured in an attempt to understand his place before God. The foundation for comparing the two works will be based on the following definition of discontinuity: any literary approach that deviates from standard structural form. The absence of formal structure in Emerson’s "Self-Reliance" has been derided by some critics as an "insuperable handicap" to an appropriate understanding of the work (Warren 200). A thorough examination of the work, however, evokes two fundamental claims: Emerson provides a basis for some semblance of structure, and complete continuity is antithetical to the fundamentals of Emerson’s "Se... ..." The American Tradition in Literature. Eighth Edition. Ed. George Perkins. New York. McGraw-Hill, Inc., 1994. Milton, John. "When I Consider How My Light Is Spent." The Norton Anthology of English Literature. Sixth Edition. M.H.Abrams et al. New York: W.W. Norton and Company, 1996. Nicolson, Marjorie Hope. John Milton: A Reader’s Guide to His Poetry. New York: Octagon Books, 1983. Packer, B.L. "Emerson’s Fall: A New Interpretation of the Major Essays." 19th Century Literary Criticism 38 (1993): 200-208. Robinson, David M. "Grace and Work: Emerson’s Essays in Theological Perspective." 19th Century Literary Criticism 38 (1993): 223-230. Warren, Joyce W. "Transcendentalism and the Self: Ralph Waldo Emerson." 19th CenturyLiterary Criticism 38 (1993): 208-213. Wilson, A.N. The Life of John Milton. Oxford: Oxford University Press, 1983.      

Terrorism And Society

Although ‘terrorism† originally referred to acts committed by a gwernment, currently It usually refers to the killing of innocent people for political purposes In such a way as to reate a media spectacle. This meaning can be traced back to Sergey Nechayev, who described himself as a â€Å"terrorist†. Nechayev founded the Russian terrorist group ‘People's Retribution† in 1869. In November 2004. a United Nations Secretary General report described terrorism as any act ‘†intended to cause death or serious ph population or compelling a government or an international organization to do or abstain from doing any act†.Pejorative Use The terms â€Å"terrorism† and â€Å"terrorist† (someone who engages in terrorism) carry strong negative connotations. These terms are often used as political labels, to condemn violence or the threat of violence by certain actors as immoral, indiscriminate, unjustified or to condemn an entire segment of a population. Those labeled â€Å"terrorists† by their opponents rarely identify themselves as such, and typically use other terms or terms specific to their situation, such as separatist, freedom fighter.On the question of whether particular terrorist acts, such as killing civilians, can be Justified as the lesser evil in a particular circumstance, philosophers have expressed different views: while, according to David Rodin, utilitarian philosophers can (in theory) conceive of cases in which the evil of terrorism is outweighed by the good which could not be achieved in a less morally costly way, in practice the â€Å"harmful effects of undermining the convention of non- combatant immunity is thought to outweigh the goods that may be achieved by particular acts of terrorism†.Among the non-utilitarian philosophers, Michael Walzer argued that terrorism can be morally Justified in only one specific case: when â€Å"a nation or community faces the extreme threat of co mplete destruction and the nly way it can preserve itself is by intentionally targeting non-combatants, then it is morally entitled to do so. Motivation Of Terrorism Attacks on ‘collaborators' are used to intimidate people from cooperating with the state in order to undermine state control.This strategy was used in the USA in its War of Independence and in Ireland, in Kenya, in Algeria and in Cyprus during their independence struggles. Attacks on high profile symbolic targets are used to incite counter-terrorism by the state to polarise the population. This strategy was used by A1 Qaeda in its attacks on the USA in September 2001. These attacks are also used to draw international attention to struggles which are otherwise unreported such as the Palestinian airplane hijackings in 1970 and the South Moluccan hostage crises in the Netherlands in 1975.Abraham suggests that terrorist organizations do not select terrorism for its political effectiveness. Individual terrorists tend t o be motivated more by a desire for social solidarity with other members of their organization than by political platforms or strategic objectives, which are often murky and undefined. Religious Terrorism Religious terrorism is terrorism performed by groups or individuals, the motivation of which is typically rooted in faith-based tenets.Terrorist acts throughout the centuries have been performed on religious grounds with the hope to either spread or enforce a system of belief, viewpoint or opinion. Religious terrorism does not in itself necessarily define a specific religious standpoint or view, but instead usually defines Terrorism in India A common definition of terrorism is the systematic use or threatened use of violence to intimidate a population or government and thereby effect political, religious, r ideological change.Terrorism in India, according to the Home Ministry, poses a significant threat to the state. Terrorism in India are basically two types external and internal, external terrorism emerge from neighbouring countries and internal terrorism emulates from religious or communal violence and Naxalite-Maoist insurgency. Terror activities involve either Indian or foreign citizens. The regions with long term terrorist activities today are Jammu and Kashmir, Mumbai, Central India (Naxalism) and the Seven Sister States(independence and autonomy movements).