The Efficacy of Censorship as a Response to Terrorism
This chapter discusses the use of law and intimidation and direct censorship in relation to the purported strategic needs of terrorism and counter-terrorism. It explains the role of the media and the strategic efficacy of censorship in insurgent terrorism, which includes subnational and transnational actors attempting to gain political power. The chapter further explains the role of the media and the strategic efficacy of censorship in state terrorism, where terrorism is deployed to sustain and strengthen political power. The role of the media and the strategic efficacy of censorship in counter-terrorism are also analyzed. The chapter talks about the strategic relationship between insurgent terrorism and counter-terrorism where the media and the efficacy of media censorship are a strategic response against terrorism as opposed to their being a tool of terrorism, which is sometimes the case in state terrorism.
Counter-Narrative of Terrorism and Religion Violence in Islamic Boarding School
This study aims to describe narrative texts held by Islamic boarding schools to fight terrorism or violence narratives and to describe activities carried out to support existing narrative texts. This study uses the Discourse Analysis method and divides the two stages of analysis. At the text analysis stage, the Islamic boarding school's narratives were analyzed using the Presidential Identity Prisma, while in the context analysis phase, the results of interviews and research observations were analyzed with Communication Performance to determine organizational culture and routine activities in Islamic Boarding Schools. The main theory used in this study is Fisher's Narrative Theory, which describes human decisions in believing in a narrative or story and acting on the belief in the story. According to Fisher, humans believe a narrative is influenced by the rationality of narratives, where the narrative has consistency and truth. The results of this study indicate that narrative texts have dominant Islamic boarding schools having coherence in the aspect of objectives that focus on the production of a message of peace so that Indonesia remains a country with a tolerant society and can manage existing differences. The figure of the Prophet Muhammad in the narrative is described as a person who prioritizes deliberation in solving problems. The Nahdlatul Ulama organization is also an organization that has the task of maintaining the unity of the people and nation of Indonesia in the midst of differences. Whereas, the efforts made to support narration are to routinely teach Islamic values as a religion of love in each forum; Reforming the education system; checking curriculum sourced from the government or from outside; Caregivers of Islamic boarding schools routinely form narratives to prevent terrorism, which are printed into books, sent to the media and so on so that the audience can easily access.
Professional support in rural New South Wales: perceptions of new graduate occupational therapists.
OBJECTIVE
To explore the experiences of professional support among new graduates working in rural New South Wales, including the current availability of professional support and the impact of support levels on professional practice.


DESIGN
Qualitative, using semistructured face-to-face or telephone interviews.


SETTING
New graduate occupational therapists employed in public and private hospitals and community health services in rural New South Wales.


SUBJECTS
Nine new graduate occupational therapists within their first year of practice.


MAIN OUTCOME
A description of participant experiences of professional support and strategies to enhance the recruitment and retention of occupational therapists in rural areas.


RESULTS
Participants reported varied experiences of professional support and emphasised the importance of having access to a wide variety of resources. Participants highlighted that professional support could assist in developing independence and other skills. However, ultimately a lack of support resulted in decreased confidence and subsequent decreased job satisfaction among participants.


CONCLUSIONS
The findings suggest that greater effort should be directed to ensuring that all new graduates have access to professional support, including structured supervision, and that strategies be explored and adopted to ensure that this occurs.