- •«Липецкий государственный педагогический университет» л.М. Кузнецова, ж.Л. Ширяева
- •Courts and trials (topical vocabulary)
- •Set Work
- •I. Study the above given lexical units.
- •II. Give words for the following definitions.
- •III. Translate into English:
- •Crime and punishment
- •Set Work
- •VII. Speak on the issue touched upon in the article.
- •VIII. Give a 12-sentence summary of the article. Английские любители «клубнички» в париках
- •Set Work
- •I. Render the above article into English and comment on its headline.
- •II. Think of the best English variants of:
- •III. State the difference between:
- •IV. What types of courts are mentioned in the article? Say what you know about them.
- •V. Points for discussion.
- •Justice?
- •Set Work
- •II. Look at these statements. What do you think about them?
- •III. Look at this list of ‘crimes’. Try and rate each crime on a scale from 1-10. (1 is a minor misdemeanor, 10 is a very serious crime.) They are in no order.
- •IV. Compare your list with another student’s. Which of you would be the harsher judge? Which would be the kinder?
- •Thief challenges dose of shame as punishment
- •Set Work
- •I. Practise the pronunciation of the words below. Translate and learn them.
- •II. Explain what is meant by the following word combinations.
- •III. Find in the article the English for:
- •VIII. What do you make of the headline of the article?
- •IX. Points for discussion.
- •Тебя посадят – а ты не воруй
- •Women behind bars
- •Set Work
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. Scan the article for the following English equivalents of:
- •III. Say what you know about:
- •IV. Explain what is meant by:
- •V. Give words for the following definitions:
- •VI. State the idea behind the lines below and enlarge on it.
- •VII. Sum up the key points of the article.
- •VIII. Points for discussion.
- •Justice in los angeles
- •Set Work
- •V. Points for discussion.
- •VI. Sum up the article and single out its main points. Черное плюс белое равняется красному?
- •Set Work
- •I. Think of the best English equivalents of:
- •II. Say what you know about:
- •III. Points for discussion.
- •IV. Comment on the choice of the headline.
- •Set Work
- •VIII. Enlarge on the idea.
- •IX. Points for discussion.
- •X. Role play.
- •Set Work
- •Murder on their minds
- •Set Work
- •VI. Give the gist of the article.
- •VII. Points for discussion.
- •Век бы свободы не видать!
- •Set Work
- •A little too much reality
- •Set Work
- •I. Say what is meant by the following words and word combinations. Reproduce the situations in which they were used.
- •II. Find in the article the English for:
- •III. Interpret the lines below.
- •IV. Comment on the author’s choice of the headline and formulate the key idea running through the article.
- •V. Points for discussion.
- •How british burglars pick their victims
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain what is meant by:
- •III. Look through the article for the following English equivalents of:
- •IV. State the difference between the words below. Give examples to illustrate their usage.
- •V. Translate the following sentences.
- •VI. Pete (the burglar described in the article) says he is ten stone. How many kilos is it? How many stones do you weigh?
- •VII. Interpret the idea expressed in the lines below.
- •VIII. Points for discussion.
- •A life inside
- •V. Say whether you agree or disagree with the lines below.
- •Set Work
- •I. Explain the meaning of the words below. Say how they were used in the article.
- •II. Give the English equivalents of the following word combinations:
- •III. Comment on the statements below.
- •IV. Translate the following sentences.
- •V. Points for discussion.
- •VI. Speak about your stand on capital punishment as “the only way to deter criminals”. To back up either of your viewpoints use the key statements.
- •«Палач является в застенок со всеми инструментами» так добивались правды
- •Set Work
- •The hangman’s rope
- •III. Practise the pronunciation of the words below:
- •IV. Explain what is meant by:
- •V. State the difference between the following words, give examples to illustrate their usage.
- •VI. What other arguments for and against capital punishment can you add to the list?
- •40 Тезисов в осуждение убийцы
- •Set Work
- •Capital punishment
- •Set Work
- •I. Choose the correct meaning according to the passage.
- •II. Give the Russian equivalents of the following vocabulary units:
- •III. Say if the problem of capital punishment has always been vital. Back up your opinion. Как, где и за что казнят
- •Set Work
- •I. Give the English for the following vocabulary units:
- •II. Practice the pronunciation of the names of the countries mentioned in the article.
- •III. Do you share the idea that “technique of death penalty depends on national mentality”? Back up you opinion. The history of capital punishment
- •Set Work
- •Казнить нельзя помиловать
- •Set Work
- •The clang of the gate
- •Set Work
- •«Человека от тюрьмы защищать надо»
- •Set Work
- •Think of the best English equivalents of:
- •II. Find in the article the Russian for:
- •III. Say if you share the idea expressed in the sentences below:
- •IV. Explain the difference between:
- •V. Points for discussion.
- •VI. Render the article into English, trying to use as many words under study as you can.
- •VII. Comment on the headline and formulate the author’s message.
- •Inside the new alcatraz
- •Set Work
- •IX. Points for discussion.
- •X. Comment on the headline.
- •XI. Describe a prison for hard-core criminals, as you see it. Смертникам жизнь хуже расстрела
- •Set Work
- •От шварца – негру
- •Set Work
- •I. Think of the best English equivalents of:
- •State power and crime
- •Set Work
- •I. Say what is meant by the words and word combinations below:
- •II. Find in the article the English for:
- •III. Say how you understand the lines below and enlarge on the idea.
- •IV. Is it possible to oppose the demoralization of the very fundaments of the life of the nation? What is the general path of the sanitation of public life and the state itself?
- •V. Sum up the main points of the article. Какие законы нам не указ Почему россияне не верят в законы
- •Set Work
- •I. Think of the best English equivalents of:
- •The holocaust in the dock
- •Set Work
- •VII. Give the gist of the article.
- •VIII. Describe the Swiss-Nazi case and formulate the author’s vision of the problem.
- •IX. How is the Swiss-Nazi case likely to end? What’s the rub? Will justice be done at long last? the making of a suicide bomber
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain the meaning of the words below. Say how they were used in the article.
- •III. Look through the article for the English equivalents of:
- •IV. Say what you know about:
- •V. Write out expressions with the word “suicide” and explain what they mean.
- •VI. Say whether you agree or disagree with the following statements and enlarge on them.
- •VII. Points for discussion.
- •VIII. Do a library research on some terrorist organisation and make a short report in class. Terrorist infiltrations
- •Set Work
- •VI. Comment on the author’s choice of the headline and formulate the message.
- •VII. Points for discussion.
- •VIII. Say if you’ve read any of the books mentioned in the article. Do such kinds of books appeal to you? hacking for dollars
- •Set Work
- •I. Learn and practise the pronunciation of the words below. Translate them into Russian.
- •II. Define the computer-related word combinations used in the article. Reproduce the context in which they were used.
- •III. Find in the article the English for:
- •IV. Say what is meant by the words and word combinations below. How were they used in the article?
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Clarify the idea behind the following lines.
- •VII. Outline the main points of the article and dwell upon each of them.
- •VIII. Points for discussion.
- •IX. Make up a dialogue between two cybercops. Use the words from the article.
- •Set Work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Say how they were used in the article.
- •III. Scan the article for the English equivalents of:
- •IV. Look through the article for the word combinations with the word “online.” Write them out and explain what they mean.
- •V. Explain what is meant by:
- •VI. Fill in the correct preposition. Check against the text.
- •VII. Say how you understand the following lines.
- •VIII. Points for discussion.
- •Internet как инструмент совершения киберпреступлений
- •Set Work
- •I. Render the above given article into English.
- •II. Points for discussion.
- •Spyware hits business
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain what is meant by:
- •III. Look through the article for the English equivalents of:
- •VIII. Interpret the lines below.
- •IX. Points for discussion.
- •Mobile phone crime blitz launched
- •Set Work
- •V. Points for discussion.
- •Talking tough on piracy
- •Set Work
- •VI. Sum up the key points of the article.
- •VII. Points for discussion.
- •The gentleman thief
- •Set Work
- •Drugs and crime
- •Set Work
- •I. Transcribe and learn the following words:
- •II. Find out and say what is meant by:
- •III. Say what you know about the units of weight mentioned in the article. In what connections were they used?
- •IV. Reveal the difference between:
- •V. Say how you understand:
- •VI. Learn the pronunciation of the following deadly drugs.
- •VII. Give English equivalents for:
- •VIII. Answer the following questions.
- •IX. Translate the following sentences into English.
- •Наркотикам – бой…и герл
- •Set Work
- •Problem addictions
- •Set Work
- •I. Define the words and word combinations below. Reproduce situations in which they occur in the article.
- •II. Look through the article for the following English equivalents:
- •III. Specify the meaning of the prefix over-. Write out the examples with this prefix from the article and explain their meaning. Think of some other examples and dwell upon them.
- •IV. Say how you understand the given lines.
- •V. Points for discussion.
- •Тяга к наркотикам ничуть не ослабла
- •Set Work
- •I. Give the best English equivalents of:
- •II. Render the above article into English.
- •IV. How can we make young people aware of the seriousness of the problem in question? judge proposes drug court to sober up abusers
- •Set Work
- •I. Say what is meant by the following vocabulary units and in what connection they are used in the article.
- •Вам марихуаны? пожалуйста!
- •Set Work
- •I. Give the English for:
- •II. Render the above article into English and say if drug legalization has more pros or cons.
- •III. Points for discussion.
- •The hell of addiction
- •Set Work
- •IX. Give the gist of the article and formulate its key idea.
- •X. Comment on the headline.
- •XI. Points for discussion.
- •A shot of sanity
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Explain the meaning of the following words. Say how they were used in the article.
- •III. Find in the article the English equivalents of:
- •VIII. Give the gist of the article and say what you think of the idea put forward by the author.
- •IX. Points for discussion.
- •Cocaine cartel smashed
- •Set Work
- •В россии 2 000 000 наркоманов
- •A worry for ravers
- •Set Work
- •Clubbers at risk in craze for new diy drugs
- •Set Work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Reproduce the situations in which they were used.
- •III. Find in the article the English for:
- •Наркомафия впрыскивает в науку «бабки»
- •A dose of discord
- •Set Work
- •I. Explain what is meant by the following words and word combinations. Give their Russian equivalents. Reproduce the situations in which they were used.
- •II. Points for discussion.
- •III. Speak on different stands of proponents and opponents of the above mentioned initiatives.
- •IV. Say who you side with.
- •V. Comment on the headline of the article.
- •Are criminals made or born?
- •Set Work
- •I. What answers to the above questions does the article offer?
- •II. Scan the article for the English equivalents of the Russian words below and learn them.
- •III. Explain what is meant by:
- •IV. Make up a dialogue (based on the words from task II) between two criminologists.
- •V. Points for discussion.
- •I. Render the below article into English.
- •II. Say whether you share the author’s thesis. How it all starts inside your brain
- •Set Work
- •I. Master the pronunciation of the words below. Learn and translate them.
- •II. Define the following words and word combinations below. Reproduce the situations in which they occur.
- •III. Scan the article for the English equivalents of:
- •IV. Explain what the following abbreviations stand for.
- •V. State the difference between the words below. Give examples to illustrate their usage.
- •VI. Explain how you understand:
- •VII. Say what you know about:
- •VIII. Find in the article the evidence to support the following statements.
- •IX. Points for discussion.
- •Агрессивное поведение запрограммировано еще при рождении преступник разрушает сам себя
- •Set Work
- •I. Think of the best English equivalents of:
- •II. Scan the article for the Russian equivalents of:
- •III. Specify the difference between:
- •IV. Say what you know about:
- •V. Agree or disagree with the following statements.
- •VI. Sum up the main points of the article and say if you share the journalist’s stand.
- •VII. Points for discussion.
- •1. Is society or are people to blame for different misdemeanors and felonies? 2. How can people be made less aggressive? of criminals and ceos
- •Set Work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the words and word combinations below. Say ho they were used in the article.
- •III. Explain what the following abbreviations mean.
- •IV. Scan the article for the English equivalents of:
- •V. Interpret the lines below.
- •Set Work
- •V. Explain what is meant by the following sentences.
- •VI. Do you agree that:
- •VII. Sum up the key points of the article.
- •VIII. Points for discussion.
- •Death penalty
- •Убийство должно караться смертью!
- •Cops and robbers (and drug pushers and murderers…)
- •I. Read the following article to find out:
- •Computer hacking – high-tech crime
- •II. Find words or phrases in the text which mean the same as:
- •III. Now complete these statements by choosing the answer which you think fits best.
- •Vocabulary Tests
- •I. Crime. Put each of the following words and phrases into its correct place in the passage below.
- •II. Law breakers. Give the name of the defined law breaker.
- •III. Law breakers. Match the criminal with the definition.
- •IV. Law breakers. Choose the right answer.
- •V. Law breakers. Choose the correct answer.
- •VI. Law breakers. By moving vertically or horizontally (forwards or backwards) find twelve kinds of criminal.
- •VII. Police. Choose the right answer.
- •VIII. Trial. If you commit a crime you may be:
- •IX. Trial. Choose the right answer.
- •X. Trial. Choose the right answer.
- •XI. Punishment. Match each punishment with its description.
- •XII. Punishment. Choose the right answer.
- •XIII. Punishment. Put each of the following words and phrases into its correct place in the passage below.
- •Trial by Jury
- •XIV. Crime and punishment. Choose the right answer.
- •XV. Crime and punishment. Choose the word or phrase that best keeps the meaning of the original sentence if it is substituted for the capitalized word.
- •Vocabulary Test
- •Фантастический процесc
- •Set Work
- •I. Give the English for:
- •II. Render the story into English and share your impressions about it.
- •III. Think of the most suitable title.
- •Убийца сдалась полиции... Через 23 года
- •Твое имя в грязи
- •Methods and measures
- •Третье место за воровство
- •Is a crime crackdown a challenge of the time?
- •Государственное образовательное учреждение высшего профессионального образования «Липецкий государственный педагогический университет»
- •398020 Г. Липецк, ул. Ленина, 42
Set Work
I. Master the pronunciation of the words below. Learn and translate them.
Accomplice, feud, disbursement, rationale, Nazi, rivalry, consolidate, Holocaust.
II. Explain the meaning of the words below. Say how they were used in the article.
A clear-cut case, to plunder sb’s account, to salvage one’s reputation, tort law, to file a class-action suit, legalistic squabbling, to take sb by surprise, low-boil rivalry, to sort out, to recover, pre-emptive, to lump together.
III. Scan the article for the English equivalents of:
отмывать деньги, соучастие, растущее общественное давление, наконец-то, в будущем, вспыхнула вражда, возобновить контроль над чем-л., удрученный, стареющий, пойти вразрез с первоначальным замыслом, получить определенную долю признания, награбленное золото, жест доброй воли.
IV. State the difference between the given words. Give examples to illustrate their usage.
To look at – to look upon; to push – to push for;
to tie – to tie up; to take – to take on;
rational – rationale; to steal – to plunder – to loot.
legal – legalistic;
V. Say what you know about:
Holocaust victims/survivors, the World Jewish Congress, the Allies, the New York Federal Reserve Bank, Bigfoot.
VI. Interpret the idea expressed in the lines below.
Then the lawyers got into the act.
Thus have the lines been drawn for a year, as new revelations forced Switzerland to confront the darker side of its “neutrality” during World War II.
But the Swiss have admitted their complicity oh so slowly…
A moral reckoning for the evils done in the 1940s may be no match for U.S. tort law in the 1990s.
The Swiss are annoyingly vague about whether money from the fund will actually make it into the pockets of aggrieved Holocaust victims.
The move “is going to unnecessarily complicate things when it took such a long time beating the hell out of the Swiss banks to get them to this point.”
Playing the spoiler isn’t new to Hausfeld, a Washington legal bigfoot who has taken on some of America’s biggest corporations.
He won $176 million settlement against Texaco in a racial-discrimination suit.
The Los Angeles-based Simon Wiesenthal Center was founded by the famed Nazi hunter.
There are a lot of competing interests in the Swiss-Nazi case.
The case is leading in directions that even embarrass Washington – like the two tons of looted gold <…>, found sitting in the New York Federal Reserve Bank.
He says Hausfeld’s injunction is only intended to force the Swiss banks’ hand.
VII. Give the gist of the article.
VIII. Describe the Swiss-Nazi case and formulate the author’s vision of the problem.
IX. How is the Swiss-Nazi case likely to end? What’s the rub? Will justice be done at long last? the making of a suicide bomber
What drives someone to kill themselves while killing others? Psychologists and anthropologists have been studying suicide attacks and have come to some startling conclusions.
In any normal circumstances, a 16-year-old schoolboy and a mother of two young children would be symbolic of life and growth. Yet in two cases in the Middle East this year they signified only death and self-destruction.
The mother was Reem Raiyshi, who killed herself and four Israelis in a suicide bombing in Gaza in January, leaving behind a 3-year-old son and 18-monyth-old daughter. The boy was Hussam Abdu, whose failed attempt to blow himself up at an Israeli army checkpoint near Nablus in March was televised around the world. Raiyshi was the first “martyr mother,” but Palestinian terrorist groups insist she will not be the last. And Abdu’s case was not exceptional – dozens of Palestinian teenagers have tried to do the same and some have succeeded.
In the face of such unfathomable contradictions it is comforting to imagine that suicide terrorists – even those who are mothers or teenagers – are different to the rest of us. One popular assumption is that they are homicidal or suicidal maniacs; another that they are poor and ignorant with little prospect of decent future; another that they are driven to act by unbearable political oppression; a fourth that they are religious fanatics, usually Islamic. Those notions are widely affirmed by analysts and politicians. They are also wrong on almost every count.
While suicide terrorists invariably come from oppressed communities, recent research by psychologists, anthropologists and others suggests that they fit none of the other common profiles. They are no less rational or sane, no worse educated, no poorer and no more religious than anyone else. What this amounts to is in many ways more alarming than the ubiquitous misperception of a suicide bomber as fanatical. It means that, in the right circumstances, anyone could be one.
Killing yourself while killing your enemy is not a modern idea. It was practised against the Romans in 1st-century Judea by Jewish Zealots, and by the Islamic order of Assassins in the Middle East from the 11th to 14th centuries. Japanese kamikaze pilots changed the course of the Second World War (though not in the way they would have hoped) by flying their plains into enemy ships.
The modern era of suicide terrorism started in April 1983 when Hezbollah, under the cover name of Islamic Jihad, attacked the US embassy in Beirut with a tuck-bomb, killing 63. The tactic has since been used by dozens of groups around the world. Altogether there have been some 500 suicide attacks around the world since 1980.
All this has given academics studying the psychology of suicide bombers and the environments in which they act a wealth of data to draw on. And they are overturning some persistent myths. Take the idea that terrorism is born of poverty and lack of education.
Yet in a study of Hamas and Palestinian Islamic Jihad suicide terrorists from the late 1980s to 2003, Claude Berrebi, an economist at Princeton University, found that only 13 per cent came from a poor background compared with 32 per cent of the Palestinian population in general. In addition, more than half the suicide bombers had entered further education, compared with just 15 per cent of the general population.
What of the idea that suicide terrorists are simply suicidal? Ariel Merari, a psychologist t Tel Aviv University in Israel and perhaps the foremost expert on Middle Eastern terrorism, studied the background and circumstances of every suicide bomber in the Middle East since 1983. He came to an unexpected conclusion. “In the majority you find none of the risk factors normally associated with suicide, such as mood disorders or schizophrenia, history of attempted suicides,” he says.
The link with religion is more complicated since most Islamic terrorist groups use religious propaganda, largely the promise of paradise, to prepare recruits for suicide missions. Yet suicide terrorism is in no way exclusive either to religious groups or to Islamic culture. Robert Pape, a political scientist at the University of Chicago, complied a database of every suicide attack from 1980 to 2001. He found no direct connection between suicide attacks and religious fundamentalism. As he points out, the leading perpetrators of suicide terrorism, the Tamil Tigers, are a Marxist-Leninist group whose members are from Hindu families but who are themselves hostile to religion. 22 of the 31 suicide attacks in Lebanon between 1983 and 1986 were carried out by secular organisations.
What, then, would lead a sane, rational, educated and comfortably-off person to do something so irrational and extreme? The key, many researchers agree, lies with the organisations that recruit them. In the modern history of suicide terrorism it appears that every mission has been authorised and planned by a resistance group. “Suicide terrorism is an organizational phenomenon,” confirms Merari. “An organisation has to decided to embark on it.”
The decision to engage in suicide terrorism is political and strategic, Pape says. What is more, the aim is always the same: to coerce a government, through force of popular opinion (apart from a few isolated cases, modern suicide terrorism has only ever been used against democracies), to withdraw from territory the group considers its homeland. That certainly applies to the 9/11 terrorists, who considers the US as occupying presence in the Middle East because of its military bases there and its backing to Israel. It also holds for groups who attack democracies indirectly, by attacking those who support them. The ongoing attacks on police stations in Iraq are an example.
This raises the question: why do some groups resort to suicide terrorism while others do not? Why, for example, did the IRA not use suicide bombers when all the conditions seemed set for it: an occupation, as the IRA saw it, by a democratic government, and a resistance organisation whose members were already bombing civilians and martyring themselves for their cause through hunger strikes? An IRA commander replied that it was against their culture, that their people would turn against them. Hunger strikes were the furthest they could do.
Bruce Hoffman of the research organisation RAND Corporation in Washington, DC, who specialises in studying political violence, agrees that culture can play a part in deciding an organisation’s strategy. “The western mindset is very materialistic,” he says. “They don’t have the same desire, the same culture, for sacrifice. Maybe it’s because the West has achieved so much materially. If you are materialistic, you will never make a good suicide terrorist.”
Other researchers, however, think it has less to do with culture than with strategy: groups resort to suicide terrorism when conventional terrorist methods are doing little to further their case, or when their enemy’s military strength becomes overwhelming.
Organisations are not just responsible for the decision to embark on suicide terrorism; they are also necessary to make bombers go through with the act, Merari says. How does an organisation do it? First it must win popular support for the tactic, which it does by proclaiming it the ultimate sacrifice on behalf of the community. Where a community is being violently oppressed by an occupying power or suffers severe social deprivation, the message is quickly taken up. On the streets of Gaza and in the Tamil towns of northern Sri Lanka, suicide bombers are celebrated on posters and in songs, their deeds glorified in coffee shops and school playgrounds. “It is like the patriotism you find in any country at war,” Merari says. “In such an atmosphere many people say, sometimes offhandedly, that they too would like to become a martyr, because the society views that as the ultimate form of patriotism.”
But as Merari points out, a person might volunteer in the heat of the moment and change their mind as the day of reckoning approaches. So groups have ways of ensuring that their recruits cannot back out. Almost always they organise them into small bands – or in the case of the Tamil Tigers an academy – and over weeks, months or years put them through intense psychological training to reinforce the idea that they will soon become martyrs for their cause.
With Al-Qaida, Hamas and other Islamic groups, much of this indoctrination is religious. This is how a member of Hamas explained it to UN relief worker Nasra Hassan, who interviewed failed suicide bombers and their families and trainers – 250 people in all – while working in Gaza between 1996 and 1999: “We focus his attention on Paradise, on being in the presence of Allah, on meeting the prophet Muhammad… and on fighting the Israeli occupation and removing it from the Islamic trust that is Palestine.”
The sense of duty to the community but to a brotherhood of peers is, many psychologists agree, the single most important reason why rational people are persuaded to become suicide bombers.
Robert Pape
/from NewScientist, №7, 2005/
Leading perpetrators of suicide attacks since 1980
Terrorist group |
Country |
Number of Attacks |
Tamil Tigers (LTTE) |
Sri Lanka |
75 |
Hamas |
Israel/Palestinian territories |
63 |
Iraqi resistance groups |
Iraq |
59 |
Al-Aqsa Martyrs’ Brigade |
Israel/Palestinian territories |
44 |
Kashmiri separatists |
India |
32 |
Hezbollah |
Lebanon |
30 |
Al-Qaida |
Worldwide |
20 |
Palestinian Islamic Jihad |
Israel/Palestinian territories |
19 |
Chechen separatists |
Chechnya/Russia |
16 |
Kurdistan Workers’ Party(PKK) |
Turkey |
9 |
Source: Robert Pape, University of Chicago; Scott Atran, University of Michigan; Palestinian Human Rights Monitoring Group.