An academic or scholarly journal is a periodical publication in which scholarship relating to a particular academic discipline is published. Academic journals serve as permanent and transparent forums for the presentation and discussion of research, they are peer-reviewed or refereed. Content takes the form of articles presenting original research, review articles, book reviews; the purpose of an academic journal, according to Henry Oldenburg, is to give researchers a venue to "impart their knowledge to one another, contribute what they can to the Grand design of improving natural knowledge, perfecting all Philosophical Arts, Sciences."The term academic journal applies to scholarly publications in all fields. Scientific journals and journals of the quantitative social sciences vary in form and function from journals of the humanities and qualitative social sciences; the first academic journal was Journal des sçavans, followed soon after by Philosophical Transactions of the Royal Society, Mémoires de l'Académie des Sciences.
The first peer-reviewed journal was Medical Essays and Observations. The idea of a published journal with the purpose of " people know what is happening in the Republic of Letters" was first conceived by Eudes de Mazerai in 1663. A publication titled Journal littéraire général was supposed to be published to fulfill that goal, but never was. Humanist scholar Denis de Sallo and printer Jean Cusson took Mazerai's idea, obtained a royal privilege from King Louis XIV on 8 August 1664 to establish the Journal des sçavans; the journal's first issue was published on 5 January 1665. It was aimed at people of letters, had four main objectives: review newly published major European books, publish the obituaries of famous people, report on discoveries in arts and science, report on the proceedings and censures of both secular and ecclesiastical courts, as well as those of Universities both in France and outside. Soon after, the Royal Society established Philosophical Transactions of the Royal Society in March 1665, the Académie des Sciences established the Mémoires de l'Académie des Sciences in 1666, which more focused on scientific communications.
By the end of the 18th century, nearly 500 such periodical had been published, the vast majority coming from Germany and England. Several of those publications however, in particular the German journals, tended to be short lived. A. J. Meadows has estimated the proliferation of journal to reach 10,000 journals in 1950, 71,000 in 1987. However, Michael Mabe warns that the estimates will vary depending on the definition of what counts as a scholarly publication, but that the growth rate has been "remarkably consistent over time", with an average rates of 3.46% per year from 1800 to 2003. In 1733, Medical Essays and Observations was established by the Medical Society of Edinburgh as the first peer-reviewed journal. Peer review was introduced as an attempt to increase the pertinence of submissions. Other important events in the history of academic journals include the establishment of Nature and Science, the establishment of Postmodern Culture in 1990 as the first online-only journal, the foundation of arXiv in 1991 for the dissemination of preprints to be discussed prior to publication in a journal, the establishment of PLOS One in 2006 as the first megajournal.
There are two kinds of article or paper submissions in academia: solicited, where an individual has been invited to submit work either through direct contact or through a general submissions call, unsolicited, where an individual submits a work for potential publication without directly being asked to do so. Upon receipt of a submitted article, editors at the journal determine whether to reject the submission outright or begin the process of peer review. In the latter case, the submission becomes subject to review by outside scholars of the editor's choosing who remain anonymous; the number of these peer reviewers varies according to each journal's editorial practice – no fewer than two, though sometimes three or more, experts in the subject matter of the article produce reports upon the content and other factors, which inform the editors' publication decisions. Though these reports are confidential, some journals and publishers practice public peer review; the editors either choose to reject the article, ask for a revision and resubmission, or accept the article for publication.
Accepted articles are subjected to further editing by journal editorial staff before they appear in print. The peer review can take from several weeks to several months. Review articles called "reviews of progress," are checks on the research published in journals; some journals are devoted to review articles, some contain a few in each issue, others do not publish review articles. Such reviews cover the research from the preceding year, some for longer or shorter terms; some journals are enumerative. Yet others are evaluative; some journals are published in series, each covering a complete subject field year, or covering specific fields through several years. Unlike original research article
Race (human categorization)
A race is a grouping of humans based on shared physical or social qualities into categories viewed as distinct by society. First used to refer to speakers of a common language and to denote national affiliations, by the 17th century the term race began to refer to physical traits. Modern scholarship regards race as a social construct, an identity, assigned based on rules made by society. While based on physical similarities within groups, race is not an inherent physical or biological quality. Social conceptions and groupings of races vary over time, involving folk taxonomies that define essential types of individuals based on perceived traits. Scientists consider biological essentialism obsolete, discourage racial explanations for collective differentiation in both physical and behavioral traits. Though there is a broad scientific agreement that essentialist and typological conceptualizations of race are untenable, scientists around the world continue to conceptualize race in differing ways, some of which have essentialist implications.
While some researchers use the concept of race to make distinctions among fuzzy sets of traits or observable differences in behaviour, others in the scientific community suggest that the idea of race is used in a naive or simplistic way, argue that, among humans, race has no taxonomic significance by pointing out that all living humans belong to the same species, Homo sapiens, subspecies, Homo sapiens sapiens. Since the second half of the 20th century, the association of race with the ideologies and theories of scientific racism has led to the use of the word race itself becoming problematic. Although still used in general contexts, race has been replaced by less ambiguous and loaded terms: populations, ethnic groups, or communities, depending on context. Modern scholarship views racial categories as constructed, that is, race is not intrinsic to human beings but rather an identity created by dominant groups, to establish meaning in a social context; this involves the subjugation of groups defined as racially inferior, as in the one-drop rule used in the 19th-century United States to exclude those with any amount of African ancestry from the dominant racial grouping, defined as "white".
Such racial identities reflect the cultural attitudes of imperial powers dominant during the age of European colonial expansion. This view rejects the notion. Although commonalities in physical traits such as facial features, skin color, hair texture comprise part of the race concept, the latter is a social distinction rather than an inherently biological one. Other dimensions of racial groupings include shared history and language. For instance, African-American English is a language spoken by many African Americans in areas of the United States where racial segregation exists. Furthermore, people self-identify as members of a race for political reasons; when people define and talk about a particular conception of race, they create a social reality through which social categorization is achieved. In this sense, races are said to be social constructs; these constructs develop within various legal and sociopolitical contexts, may be the effect, rather than the cause, of major social situations.
While race is understood to be a social construct by many, most scholars agree that race has real material effects in the lives of people through institutionalized practices of preference and discrimination. Socioeconomic factors, in combination with early but enduring views of race, have led to considerable suffering within disadvantaged racial groups. Racial discrimination coincides with racist mindsets, whereby the individuals and ideologies of one group come to perceive the members of an outgroup as both racially defined and morally inferior; as a result, racial groups possessing little power find themselves excluded or oppressed, while hegemonic individuals and institutions are charged with holding racist attitudes. Racism has led to many instances including slavery and genocide. In some countries, law enforcement uses race to profile suspects; this use of racial categories is criticized for perpetuating an outmoded understanding of human biological variation, promoting stereotypes. Because in some societies racial groupings correspond with patterns of social stratification, for social scientists studying social inequality, race can be a significant variable.
As sociological factors, racial categories may in part reflect subjective attributions, self-identities, social institutions. Scholars continue to debate the degrees to which racial categories are biologically warranted and constructed. For example, in 2008, John Hartigan, Jr. argued for a view of race that focused on culture, but which does not ignore the potential relevance of biology or genetics. Accordingly, the racial paradigms employed in different disciplines vary in their emphasis on biological reduction as contrasted with societal construction. In the social sciences, theoretical frameworks such as racial formation theory and critical race theory investigate implications of race as social construction by exploring how the images and assumptions of race are expressed in everyday life. A large body of scholarship has traced the relationships between the historical, social production of race in legal and criminal language, their effects on the policing and disproportionate incarceration of certain groups.
Groups of humans have always identified themselves as distinct from neighboring groups, but such differences have not always been understood to be natural and global. These features a
International Standard Serial Number
An International Standard Serial Number is an eight-digit serial number used to uniquely identify a serial publication, such as a magazine. The ISSN is helpful in distinguishing between serials with the same title. ISSN are used in ordering, interlibrary loans, other practices in connection with serial literature; the ISSN system was first drafted as an International Organization for Standardization international standard in 1971 and published as ISO 3297 in 1975. ISO subcommittee TC 46/SC 9 is responsible for maintaining the standard; when a serial with the same content is published in more than one media type, a different ISSN is assigned to each media type. For example, many serials are published both in electronic media; the ISSN system refers to these types as electronic ISSN, respectively. Conversely, as defined in ISO 3297:2007, every serial in the ISSN system is assigned a linking ISSN the same as the ISSN assigned to the serial in its first published medium, which links together all ISSNs assigned to the serial in every medium.
The format of the ISSN is an eight digit code, divided by a hyphen into two four-digit numbers. As an integer number, it can be represented by the first seven digits; the last code digit, which may be 0-9 or an X, is a check digit. Formally, the general form of the ISSN code can be expressed as follows: NNNN-NNNC where N is in the set, a digit character, C is in; the ISSN of the journal Hearing Research, for example, is 0378-5955, where the final 5 is the check digit, C=5. To calculate the check digit, the following algorithm may be used: Calculate the sum of the first seven digits of the ISSN multiplied by its position in the number, counting from the right—that is, 8, 7, 6, 5, 4, 3, 2, respectively: 0 ⋅ 8 + 3 ⋅ 7 + 7 ⋅ 6 + 8 ⋅ 5 + 5 ⋅ 4 + 9 ⋅ 3 + 5 ⋅ 2 = 0 + 21 + 42 + 40 + 20 + 27 + 10 = 160 The modulus 11 of this sum is calculated. For calculations, an upper case X in the check digit position indicates a check digit of 10. To confirm the check digit, calculate the sum of all eight digits of the ISSN multiplied by its position in the number, counting from the right.
The modulus 11 of the sum must be 0. There is an online ISSN checker. ISSN codes are assigned by a network of ISSN National Centres located at national libraries and coordinated by the ISSN International Centre based in Paris; the International Centre is an intergovernmental organization created in 1974 through an agreement between UNESCO and the French government. The International Centre maintains a database of all ISSNs assigned worldwide, the ISDS Register otherwise known as the ISSN Register. At the end of 2016, the ISSN Register contained records for 1,943,572 items. ISSN and ISBN codes are similar in concept. An ISBN might be assigned for particular issues of a serial, in addition to the ISSN code for the serial as a whole. An ISSN, unlike the ISBN code, is an anonymous identifier associated with a serial title, containing no information as to the publisher or its location. For this reason a new ISSN is assigned to a serial each time it undergoes a major title change. Since the ISSN applies to an entire serial a new identifier, the Serial Item and Contribution Identifier, was built on top of it to allow references to specific volumes, articles, or other identifiable components.
Separate ISSNs are needed for serials in different media. Thus, the print and electronic media versions of a serial need separate ISSNs. A CD-ROM version and a web version of a serial require different ISSNs since two different media are involved. However, the same ISSN can be used for different file formats of the same online serial; this "media-oriented identification" of serials made sense in the 1970s. In the 1990s and onward, with personal computers, better screens, the Web, it makes sense to consider only content, independent of media; this "content-oriented identification" of serials was a repressed demand during a decade, but no ISSN update or initiative occurred. A natural extension for ISSN, the unique-identification of the articles in the serials, was the main demand application. An alternative serials' contents model arrived with the indecs Content Model and its application, the digital object identifier, as ISSN-independent initiative, consolidated in the 2000s. Only in 2007, ISSN-L was defined in the
Pedagogy refers more broadly to the theory and practice of education, how this influences the growth of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are exchanged in an educational context, it considers the interactions that take place during learning. Pedagogies vary as they reflect the different social, cultural contexts from which they emerge. Pedagogy is the act of teaching. Theories of pedagogy identify the student as an agent, the teacher as a facilitator. Conventional western pedagogies, view the teacher as knowledge holder and student as the recipient of knowledge; the pedagogy adopted by teachers shape their actions and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, the backgrounds and interests of individual students. Its aims may include furthering liberal education to the narrower specifics of vocational education. Instructive strategies are governed by the pupil's background knowledge and experience and environment, as well as learning goals set by the student and teacher.
One example would be the Socratic method. The teaching of adults, as a specific group, is referred to as andragogy; the word is a derivative of the Greek παιδαγωγία, from παιδαγωγός, itself a synthesis of ἄγω, "I lead", παῖς "child": hence, "to lead a child". It is pronounced variously, as, or. Negative connotations of pedantry have sometimes been intended, or taken, at least from the time of Samuel Pepys in the 1650s; the educational philosophy and pedagogy of Johann Friedrich Herbart highlighted the correlation between personal development and the resulting benefits to society. In other words, Herbart proposed that humans become fulfilled once they establish themselves as productive citizens. Herbartianism refers to the movement underpinned by Herbart's theoretical perspectives. Referring to the teaching process, Herbart suggested five steps as crucial components; these five steps include: preparation, association and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.
A hidden curriculum is a side effect of an education, " which are learned but not intended" such as the transmission of norms and beliefs conveyed in the classroom and the social environment. Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur; the term is used as a more definitive alternative to "classroom," but it may refer to an indoor or outdoor location, either actual or virtual. Learning spaces are diverse in use, learning styles, configuration and educational institution, they support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, others. Learning theories are conceptual frameworks describing how knowledge is absorbed and retained during learning. Cognitive and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.
Distance education or long-distance learning is the education of students who may not always be physically present at a school. Traditionally, this involved correspondence courses wherein the student corresponded with the school via post. Today it involves online education. Courses that are conducted are blended or 100 % distance learning. Massive open online courses, offering large-scale interactive participation and open access through the World Wide Web or other network technologies, are recent developments in distance education. A number of other terms are used synonymously with distance education. Critical pedagogy is both a broader social movement. Critical pedagogy acknowledges that educational practices are contested and shaped by history, schools are not politically neutral spaces and teaching is political. Decisions regarding the curriculum, disciplinary practices, student testing, textbook selection, the language used by the teacher, more can empower or disempower students, it recognises that educational practices favour some students over others and some practices harm all students.
It recognises that educational practices favour some voices and perspectives while marginalising or ignoring others. Another aspect examined is the power the teacher holds over the implications of this, its aims include empowering students to become active and engaged citizens, who are able to improve their own lives and their communities. Critical pedagogical practices may include, listening to and including students’ knowledge and perspectives in class, making connections between school and the broader community, posing problems to students that encourage them to question assumed knowledge and understandings; the goal of problem posing to students is to enable them to begin to pose their own problems. Teachers acknowledge their position of authority and exhibit this authority through their actions that support students. Dialogic learning is learning, it is the result of ega
Anti-racism includes beliefs, actions and policies adopted or developed to oppose racism. According to the Anti-racism Digital Library "Anti-racism can be defined as some form of focused and sustained action, which includes inter-cultural, inter-faith, multi-lingual and inter-abled communities with the intent to change a system or an institutional policy, practice, or procedure which has racist effects." The European colonization of the Americas by Christopher Columbus did not occur until 1492. However, two Papal bulls announced several decades before that event were designed to help ward off increasing Muslim invasions into Europe, which they believed would have an effect on the New World; when Islam presented a serious military threat to Italy and Central Europe during the mid-15th century around the time of the fall of Constantinople in 1453, Pope Nicholas V tried to unite Christendom against them but failed. He granted Portugal the right to subdue and enslave Muslims whether white or any other race and other non-Christians in the papal bull Dum Diversas.
While this bull preceded the Atlantic slave trade by several decades and the slave trade were part of African societies and tribes which supplied the Arab world with slaves long before the arrival of the Europeans. The Italian merchants from the wealthiest states in Italy Genoa and Venice joined in the lucrative trade and some members sported exotic lackeys and few domestic or workshop slaves whereas before slavery was forbidden in Christendom and only in Muslim Spain and Sicily and their buffer border marches were seen and allowed. Racial views of Superiority started developing and became more acute about these slaves, social views imported from the Court of Granada where they were stratified and classified; the following year saw the Fall of Constantinople to Muslim conquerors of the ever-growing Turkish Ottoman Empire which left the pope as the undoubted contested leader of Christendom when the Eastern Orthodox Church leadership became under submission. Several decades European explorers and missionaries spread Christianity to the Americas, Asia and Oceania.
Pope Alexander VI had awarded colonial rights over most of the newly discovered lands by the Iberian Kingdoms of Castile and Portugal. Under their patronato system, Royal authorities, not the Vatican, controlled as in Europe all clerical appointments in the new colonies. Thus, the 1455 Papal bull Romanus Pontifex granted the Portuguese all lands behind Cape Bojador "allowing to reduce pagans and other enemies of Christ to perpetual servitude." The 1481 Papal bull Aeterni regis granted all lands south of the Canary Islands to the Portuguese Empire, while in May 1493, the Aragonese-born Pope Alexander VIdecreed in the Bull Inter caetera that all lands west of a meridian only 100 leagues west of the Cape Verde Islands should belong to the Spanish Empire while new lands discovered east of that line would belong to Portugal. These arrangements were confirmed in the 1494 Treaty of Tordesillas; the European origins of racism spread to the Americas alongside the Europeans, but establishment views were questioned when applied to indigenous peoples.
After the discovery of the New World many of the clergy sent to the New World, educated in the new Humane values of the Renaissance blooming but still new in Europe and not ratified by the Vatican, began to criticize Spain and their own Church's treatment and views of indigenous peoples and slaves. In December 1511, Antonio de Montesinos, a Dominican friar, was the first man to rebuke the Spanish authorities and administrators of Hispaniola for their "cruelty and tyranny" in dealing with the American natives and those forced to labor as slaves. King Ferdinand enacted the Laws of Valladolid in response; however enforcement was lax, the New Laws of 1542 have to be made to take a stronger line. Because some people like Fray Bartolomé de las Casas questioned not only the Crown but the Papacy at the Valladolid Controversy whether the Indians were men who deserved baptism, Pope Paul III in the papal bull Veritas Ipsa or Sublimis Deus confirmed that the Indians and other races were deserving men, so long as they became baptized.
Afterward, their Christian conversion effort gained momentum along social rights, while leaving the same status recognition unanswered for Africans of Black Race, legal social racism prevailed towards the Indians or Asians. However, by the last schism of the Reformation had taken place in Europe in those few decades along political lines, the different views on the Value of human lives of different races were not corrected in the lands of Northern Europe, which would join the Colonial race at the end of the century and over the next, as the Portuguese and Spanish Empires waned, it would take another century, with the influence of the French Empire at its height, its consequent Enlightenment developed at the highest circles of its Court, to return these inconclusive issues to the forefront of the political discourse championed by many intellectual men since Rousseau. These issues permeated to the lower social levels, where they were a reality lived by men and women of different races from the European racial majority.
Prior to the American Revolution, a small group of Quakers including John Woolman and Anthony Benezet persuaded their fellow members of the Religious Society of Friends to free their slaves, divest from the slave trade, create unified Quaker policies against slavery. This afforded their tiny religious denomination some moral authority to help begin the Abolitionist movement on both sides of the Atlantic. Woolman died of smallpox in England in 1775, shortly after cros
Globalization or globalisation is the process of interaction and integration among people and governments worldwide. As a complex and multifaceted phenomenon, globalization is considered by some as a form of capitalist expansion which entails the integration of local and national economies into a global, unregulated market economy. Globalization has grown due to advances in communication technology. With the increased global interactions comes the growth of international trade and culture. Globalization is an economic process of interaction and integration that's associated with social and cultural aspects; however and diplomacy are large parts of the history of globalization, modern globalization. Economically, globalization involves goods, the economic resources of capital and data; the expansions of global markets liberalize the economic activities of the exchange of goods and funds. Removal of Cross-Border Trades barriers has made formation of Global Markets more feasible; the steam locomotive, jet engine, container ships are some of the advances in the means of transport while the rise of the telegraph and its modern offspring, the Internet and mobile phones show development in telecommunications infrastructure.
All of these improvements have been major factors in globalization and have generated further interdependence of economic and cultural activities around the globe. Though many scholars place the origins of globalization in modern times, others trace its history long before the European Age of Discovery and voyages to the New World, some to the third millennium BC. Large-scale globalization began in the 1820s. In the late 19th century and early 20th century, the connectivity of the world's economies and cultures grew quickly; the term globalization is recent. In 2000, the International Monetary Fund identified four basic aspects of globalization: trade and transactions and investment movements and movement of people, the dissemination of knowledge. Further, environmental challenges such as global warming, cross-boundary water, air pollution, over-fishing of the ocean are linked with globalization. Globalizing processes affect and are affected by business and work organization, socio-cultural resources, the natural environment.
Academic literature subdivides globalization into three major areas: economic globalization, cultural globalization, political globalization. The term globalization derives from the word globalize, which refers to the emergence of an international network of economic systems. One of the earliest known usages of the term as a noun was in a 1930 publication entitled Towards New Education, where it denoted a holistic view of human experience in education; the term'globalization' had been used in its economic sense at least as early as 1981, in other senses since at least as early as 1944. Theodore Levitt is credited with popularizing the term and bringing it into the mainstream business audience in the half of the 1980s. Since its inception, the concept of globalization has inspired competing definitions and interpretations, its antecedents date back to the great movements of trade and empire across Asia and the Indian Ocean from the 15th century onward. Due to the complexity of the concept, various research projects and discussions stay focused on a single aspect of globalization.
Sociologists Martin Albrow and Elizabeth King define globalization as "all those processes by which the people of the world are incorporated into a single world society." In The Consequences of Modernity, Anthony Giddens writes: "Globalization can thus be defined as the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa." In 1992, Roland Robertson, professor of sociology at the University of Aberdeen and an early writer in the field, described globalization as "the compression of the world and the intensification of the consciousness of the world as a whole."In Global Transformations, David Held and his co-writers state: Although in its simplistic sense globalization refers to the widening and speeding up of global interconnection, such a definition begs further elaboration.... Globalization can be on a continuum with the local and regional. At one end of the continuum lie social and economic relations and networks which are organized on a local and/or national basis.
Globalization can refer to those spatial-temporal processes of change which underpin a transformation in the organization of human affairs by linking together and expanding human activity across regions and continents. Without reference to such expansive spatial connections, there can be no clear or coherent formulation of this term.... A satisfactory definition of globalization must capture each of these elements: extensity, intensity and impact. Held and his co-writers' definition of globalization in that same book as "transformation in the spatial organization of social relations and transactions—assessed in terms of their extensity, intensity and impact—generating transcontinental or inter-regional flows" was called "probably the most widely-cited definition" in the 2014 DHL Global Connectiveness Index. Swedish journalist Thomas Larsson, in his book The Race to the Top: The Real Story of Globalization, states that globalization: is the process of world shrinkage, of distances getting shorter, things moving closer.
It pertains to the increasin
War is a state of armed conflict between states, governments and informal paramilitary groups, such as mercenaries and militias. It is characterized by extreme violence, aggression and mortality, using regular or irregular military forces. Warfare refers of wars in general. Total war is warfare, not restricted to purely legitimate military targets, can result in massive civilian or other non-combatant suffering and casualties; the scholarly study of war is sometimes called polemology, from the Greek polemos, meaning "war", -logy, meaning "the study of". While some scholars see war as a universal and ancestral aspect of human nature, others argue it is a result of specific socio-cultural or ecological circumstances; the English word war derives from the 11th century Old English words wyrre and werre, from Old French werre, in turn from the Frankish *werra deriving from the Proto-Germanic *werzō'mixture, confusion'. The word is related to the Old Saxon werran, Old High German werran, the German verwirren, meaning “to confuse”, “to perplex”, “to bring into confusion”.
War must entail some degree of confrontation using weapons and other military technology and equipment by armed forces employing military tactics and operational art within a broad military strategy subject to military logistics. Studies of war by military theorists throughout military history have sought to identify the philosophy of war, to reduce it to a military science. Modern military science considers several factors before a national defence policy is created to allow a war to commence: the environment in the area of combat operations, the posture national forces will adopt on the commencement of a war, the type of warfare troops will be engaged in. Asymmetric warfare is a conflict between belligerents of drastically different levels of military capability and/or size. Biological warfare, or germ warfare, is the use of weaponized biological toxins or infectious agents such as bacteria and fungi. Chemical warfare involves the use of weaponized chemicals in combat. Poison gas as a chemical weapon was principally used during World War I, resulted in over a million estimated casualties, including more than 100,000 civilians.
Civil war is a war between forces belonging to political entity. Conventional warfare is declared war between states in which nuclear, biological, or chemical weapons are not used or see limited deployment. Cyberwarfare involves the actions by a nation-state or international organization to attack and attempt to damage another nation's information systems. Insurgency is a rebellion against authority, when those taking part in the rebellion are not recognized as belligerents. An insurgency can be fought via counter-insurgency warfare, may be opposed by measures to protect the population, by political and economic actions of various kinds aimed at undermining the insurgents' claims against the incumbent regime. Information warfare is the application of destructive force on a large scale against information assets and systems, against the computers and networks that support the four critical infrastructures. Nuclear warfare is warfare in which nuclear weapons are the primary, or a major, method of achieving capitulation.
Total war is warfare by any means possible, disregarding the laws of war, placing no limits on legitimate military targets, using weapons and tactics resulting in significant civilian casualties, or demanding a war effort requiring significant sacrifices by the friendly civilian population. Unconventional warfare, the opposite of conventional warfare, is an attempt to achieve military victory through acquiescence, capitulation, or clandestine support for one side of an existing conflict. War of aggression is a war for gain rather than self-defense. War of liberation, Wars of national liberation or national liberation revolutions are conflicts fought by nations to gain independence; the term is used in conjunction with wars against foreign powers to establish separate sovereign states for the rebelling nationality. From a different point of view, these wars are called insurgencies, rebellions, or wars of independence; the earliest recorded evidence of war belongs to the Mesolithic cemetery Site 117, determined to be 14,000 years old.
About forty-five percent of the skeletons there displayed signs of violent death. Since the rise of the state some 5,000 years ago, military activity has occurred over much of the globe; the advent of gunpowder and the acceleration of technological advances led to modern warfare. According to Conway W. Henderson, "One source claims that 14,500 wars have taken place between 3500 BC and the late 20th century, costing 3.5 billion lives, leaving only 300 years of peace." An unfavorable review of this estimate mentions the following regarding one of the proponents of this estimate: "In addition feeling that the war casualties figure was improbably high, he changed "approximately 3,640,000,000 human beings have been killed by war or the diseases produced by war" to "approximately 1,240,000,000 human beings...&c."" The lower figure is more plausible, but could be on the high side, considering that the 100 deadliest acts of mass violence between 480 BCE and 2002 CE claimed about 455 million human lives in total.
Primitive warfare is estimated to have accounted for 15