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In this introduction, which is not a survey, but instead a selective & personal view of some approaches to the subject of the volume (international, or transnational, terrorism), the a., first of all, emphasizes the fact that in the foreign (mainly in the American) literature the topic has been thoroughly stressed since many years .The recent literature is briefly examined in the following respects: (1) the variety of the analytical perspectives, (2) the relevance of the islamic context, (3) the utilization of analytical tools peculiar to particular subjects. Adapted from the source document.

Roger P. Winter is former assistant administrator for the Bureau for Democracy, Conflict, and Humanitarian Assistance of the US Agency for International Development and former special representative of the US deputy secretary of state for Sudan.

Using the concept of ecumenical consciousness, this article investigates a possible connection between the modes of religious thought by religious actors & their conflict behavior. To this end, two Islamic movements are compared, that were/are both in a state of occupation: the Pathan Khudai Khidmatgars & the Palestinian Hamas. The underlying premise of the investigation is that "universal" Islamic movements prefer nonviolent forms of resistance, whereas "exclusivist" Islamic movements are prone to violence. This expectation is confirmed by an analysis of the means of communication in both movements & by an examination of their conflict behavior. The significance of the explanatory variable, however, requires further precision; hence the article includes some desiderata for future research. References. Adapted from the source document.

Contemporary Twelver Shi'ite (Imamiyya) religious instruction given in Shi'ite hawzas -- specifically the hawzas in al-Najaf, Iraq, & in Qumm, Iran -- is examined in terms of how it has contributed to shaping Shi'ite identity. Also discussed are the historical circumstances that led to the establishment of hawzas, how one joins, where the instruction takes place, teaching methods, study hours, the language of instruction, official breaks & vacations, financing, stages of study, the examination system, wearing turbans, diplomas, tasks graduates must perform, student-techer relations, & the political role played by the hawzas. J. Stanton

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