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Should platforms like YouTube and Twitter really have the power to censor what content we can or cannot see? At least in America, the suppression of disturbing or offensive content, if it does not incite violence, is a direct violation of our principles of free speech. Especially in this instance, it seems deeply inappropriate to respond to authoritarianism with authoritarian action.

Others have argued that the video shouldn’t be shared because that’s what ISIS wants.

Does it matter what ISIS wants?

Part of ISIS’s aim is presumably to terrorise us remotely, but most people are just getting angry.

intentionality does not factor into censorship decisions anyway. 

Twitter is not television. No one is being forced to view the footage.

It’s completely understandable that family members don’t want footage of a loved one’s death to spread, but it’s not clear that that’s their decision to make.

It’s really not Twitter’s decision either—unless we want to grant tech giants the power to control public knowledge and discourse, a dangerous precedent indeed.

Its democratic power derives from the fact that it’s unedited; for better or for worse,

In classes made up exclusively of second language writers, enrollments should be limited to a maximum of 15 students per class.

instructors should avoid topics that require substantial background knowledge that is related to a specific culture or history that is not being covered by the course.

Writing instructors should look for evidence of a text's rhetorically effective features, rather than focus only on one or two of these features that stand out as problematic.

Further, "patchwriting," defined by Rebecca Moore Howard, as the copying of sections of texts, such as phrasings and sentence patterns, is a natural part of the process of learning to write in a second language.

We advocate that instructors take extra care when suspecting a second language writer of plagiarism, and take into consideration the student's cultural background, level of experience with North American educational systems, and confidence level for writing in English.

Any writing course, including basic writing, first-year composition, advanced writing, and professional writing, as well as any writing-intensive course that enrolls any second language writers should be taught by an instructor who is able to identify and is prepared to address the linguistic and cultural needs of second language writers. 

should be based on students’ writing proficiency

mainstreaming

the literacy support of second language writers needs to extend beyond the composition requirement as well.

approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing.

Therefore, it is imperative that writing centers model and discuss effective approaches for working with second language writers in tutor training, make available reference materials specific to language learners such as dictionaries on idiomatic English, and hire tutors with specialized knowledge in second language writing.

Second language writers often come from contexts in which writing is shaped by linguistic and cultural features different from their NES peers. Beliefs related to individuality versus collectivity, ownership of text and ideas, student versus teacher roles, revision, structure, the meaning of different rhetorical moves, writer and reader responsibility, and the roles of research and inquiry all impact how student writers shape their texts.

scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center.

to identify strengths second language writers bring to the classroom.

With the help of an instructor, second language writers can learn to bridge the strategies they use to communicate socially through digital media to the expectations of the academy. Therefore, instructors need to learn how to proficiently work with the writing tools and within the writing contexts that will help second language writers create these bridges. As in this case, instructors need to be trained to work with various writing media (e.g., computer programs) so that they can take advantage of these pedagogical opportunities.

instructors will be better prepared to work with second language students if issues of second language writing and writers are a consistent feature that is re-enforced throughout their training in writing instruction, especially in-service training encouraged of all writing instructors.

We recommend that writing programs familiarize themselves with the multilingual populations surrounding their institutions. Doing so not only provides valuable insight into the language experiences of some students in your writing programs, but it also could identify large multilingual populations wishing to matriculate into the college/university. Information on local populations can be collected from the US Census Bureau’s American FactFinder website. Also, websites such as the National Center for Education Statistics provides data on the number of English Language Learners (ELL) receiving special services in area high schools, some of whom might aspire to enter the university one day. Such information can be collected and disseminated on a centrally managed university website for the benefit of both instructors within the composition program and other university faculty.

Ashikim Khan, 23, of Texas pleaded guilty on Wednesday to providing "material support to terrorists

Assad said: “The Russian presence in different parts of the world, including the Eastern Mediterranean and the Syrian port of Tartus, is very necessary, in order to create a sort of balance, which the world has lost after the dissolution of the Soviet Union more than 20 years ago.

Syrian president welcomed the Russian presence in his country and the region. “For us, the stronger this presence is in our region, the better it is for stability [in the region], because Russia is assuming an important role in world stability,”

Syrian nod is only a repetition of a former call made under the rule of late Syrian President Hafez al-Assad, who saw that the presence of a Russian military representation in Syria in the Mediterranean region contributes to the promotion of the idea of “the balance of terror” against Israel and the United States

The talk was, however, halted, until the last two years, when an actual need to promote Russian presence in the Mediterranean emerged in light of the reignition of the Cold War.

deployment of missile systems on the Mediterranean coast, as a sort of “symbolic deterrence.” The rumors were repeated as the NATO missile defense project was announced, which was supposed to be deployed in different countries, including Turkey and other countries bordering Russia

e US invasion of Iraq, as the US desire to change the face of the Middle East seemed free of any rational considerations. Assad made several visits to Moscow, and although this has not been publicly mentioned, Syrian diplomats and officials stressed to As-Safir that Syria expressed its desire to expand the Russian presence in the Eastern Mediterranean, particularly through Tartus, so that it turns into a military presence with limited standards

, Russia and Syria signed the biggest deal of its kind to explore oil in the Syrian waters, which covers a 2,190 square-kilometer surface area, and to achieve economic ambitions, namely extracting 2.5 billion barrels of oil and 8.5 trillion cubic feet of proven gas reserves, the oil and gas magazine said back then

is understandable, without neglecting the importance of other political and military issue

“any decision to modernize the infrastructure of the Russian Material-Technical Support Point in Tartus can only be made after a political decision is taken in this regard, in coordination with the Syrian side.” He explained that any modernization should “take into account the political and military situation in the Mediterranean region,” and therefore “it will include the promotion of all sorts of protection in the facility, including surface-to-air missiles and anti-riots weapons, and will be in coordination with the Syrian side.”

Those from the west are naive and lack imagination, they are chasing a fictional dream, and they often have barely any knowledge of what Islam is.”

The book aspiring Isis militants most commonly ordered online before taking off to Syria was Islam for Dummies, she said.

“What Isis has done, and they have exceed al-Qaida in this, is take really spectacular control of the narrative of their organisation while sharing that story through masterful use of all mechanisms of the media,” she said

propaganda and recruitment videos spreading the jihadi message w

Ten years ago, it was difficult to access and acquire videos like the beheadings we have seen unless you were part of an inner circle, but now this material is mainstream, you can access it just by opening Twitter,”

“If you are a young person with limited imagination, a limited sense of self, and you are uninclined to engage with your neighbours, friends and a pluralistic society, you are very easily seduced. You’re like a blank canvas.”

Differentiating between Islam and Islamism

Islamism promotes explicit totalitarianism and the belief that Islam historically had incredible global and geopolitical glory that should be restored through violence, jihadism and barbarity

n Twitter using military pseudonyms,

The BBC spoke to a number of social networks, all of which said they did not actively monitor their sites for content promoting terrorism, but rather responded to requests from governments and individuals to remove offending material.

r Twitter said the company would remove a reported post that violated its rules.

Twitter's terms ban threats of violence and the "furtherance of illegal activities" on the site.

Many of the militants on Twitter redirect users to their Kik accounts.

Ask.fm, a

One Ask.fm account offered advice on how to join Isis fighters in Iraq, as well as what weapons one could expect to be equipped with on arrival.

Facebook and YouTube, have been more successful in removing extreme content.

rminated any account registered by a member of a foreign terrorist organisation - as designated by the US secretary of state - and used in an official capacity to further its interests.

nside Syria, two million children and adolescents are currently out of school.

“We simply cannot allow an entire generation of children and adolescents to be lost to ignorance, exploitation, despair and radicalisation.”

International humanitarian law, which declares that schools be respected as zones of peace and safe havens for children, has counted for little. The long-term consequences for children – and their place in the Syria of the future – can only be guessed at.

utside Syria, more than 50 per cent (600,000) of Syrian refugee children and adolescents are out of school, and this number continues to grow.

The campaigns include distribution of teaching and learning materials as well as school bags with stationary. Similar campaigns have been rolled out in countries hosting refugees.

When I go to the refugee camps and see the smiling faces of children, then I think we should not give up in the face of difficulties,

ublic schools receiving Syrian children are overstretched. Non-formal education spaces cannot absorb large numbers of students.

achers are not well equipped to work with stress, overcrowding and difference. Syrian children and adolescents are receiving multiple and dispersed forms of curricula and content that are not adapted to their capacity and needs and that come with enormous challenges in certification and accreditation.

eeting these lofty goals will require a range of initiatives—repairing infrastructure and building new facilities, providing sufficient learning materials, narrowing teacher-student ratios, and addressing gender disparities—especially in rural areas, where underfunding and conflict have compounded the problems facing schools ther

Mohammad bin Mohammad, a school teacher in Erman Primary School in the Ans area of Dhamar governorate, which accommodates 110 children from first to sixth grade, says many of his students are forced to take their lessons sitting on the ground. “Students don’t study in proper classrooms. Let alone having enough labs, chairs or tables,” he said.

Addressing security concerns and providing necessary infrastructure are fundamental prerequisites, but staffing and improving access to education for girls remain high on the agenda.

Government expenditure on bonuses amounts to YR60 million ($279,000) for the current fiscal year, and is expected to reach 271,696 employees nationwide working in the education sector, according to the Ministry of Education.

In areas where female enrolment and retention in school is significantly lower than the national average, the government also offers conditional cash transfers to families to encourage them to allow their girls to attend school.