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Attack
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The concept of attack spans a wide range of academic disciplines, from criminal justice and political science to cybersecurity, psychology, and international relations. Students encounter this topic in courses on national security, terrorism studies, public health, and information technology, among others. What makes it academically compelling is its breadth: an attack can refer to a coordinated military strike, a terrorist act, a cyberincursion, or even a psychological episode, each raising distinct questions about threat, vulnerability, and institutional response. Events such as the attack on Pearl Harbor and the actions of groups like Al Qaeda serve as recurring case studies that illustrate how nations assess risk, process intelligence, and justify policy decisions.

Papers on this topic take several distinct approaches. Historical and analytical essays examine specific military events, such as the Japanese preparation and attack on Pearl Harbor or the USS Liberty incident, focusing on intelligence failures and the decisions that shaped national response. Other papers shift toward contemporary security threats, covering advanced persistent threats in cyberspace, aviation security, and the implications of legislation like the Habeas Corpus Patriot Act. A smaller set of papers explores psychological dimensions, including panic disorder and the fear of public speaking, while others address ideological violence through examinations of jihad, extremism, and global terrorism's impact on international business.

A strong essay on this topic requires a clearly scoped thesis that identifies a specific type of attack, a context, and an arguable claim about cause, consequence, or response. Evidence drawn from documented incidents, policy records, or established security frameworks carries the most weight. A common pitfall is treating "attack" too broadly, resulting in a paper that surveys many events without analyzing any single case with sufficient depth.

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Paper Undergraduate
United States and Nigeria Prior
Prior to the 1990s, there was very little "relationship" between the U.S. And Nigeria. This is mainly because of the lack of democracy, human right violations, and Nigeria's military backed dictatorship type of…
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2006, the Democratic People\'s Republic
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Today\'s International Relations and World Politics
The Three Biggest Challenges Facing the International Community & How They Affect International Relations
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Paper Undergraduate
Biological Warfare Dramatic Technological Advances
Dramatic technological advances in molecular biology over recent decades have significantly increased the possibility of illicit weaponization of biological agents, leading to the increased danger of clandestine and…
Research Paper Doctorate
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Online communities have emerged in recent years as a result of the rapid growth of the Internet, arousing intrigue in citizens, policy-makers and government officials. An online community is a group of people who…
Research Paper Undergraduate
Ivan the Terrible
Ivan IV or Ivan the Terrible deserves the moniker attached to his name. However, he does not necessarily deserve the modern interpretation of the word "terrible". Certainly, Ivan did terrible things both in his position…
Research Paper Undergraduate
Roe v. Wade 410 U.S. 113 (1973): Case Brief & Analysis
In 1973 a pregnant women identified as 'Roe' brought a class action before the U.S. Supreme Court on the constitutionality of the criminal abortion laws in Texas which banned seeking or attempting an abortion except for…
Paper Undergraduate
Night of Long Knives Summary
"The Night of the Long Knives" (also known as "Operation Hummingbird" or "Rohm-Putsch" in Germany) occurred on the days between June 30 and July 2, 1934, when the Nazi regime committed a series of political executions.
Paper Doctorate
Evolution Be Taught in Schools? Introduction /
Should Evolution be Taught in Schools? Introduction / Thesis (Part One) The debate between those that believe in creationism – or "intelligent design," a refined offshoot of the creationism theory – and those who believe in the science of evolution, spilled over into the schools in the United States many years ago. Conservative Christians and others who are in denial vis-à-vis Charles Darwin's research and theory argue that at the very least their religious-based theories should be placed side-by-side in public school textbooks. Scientists, biologists, teachers, scholars and others who accept the empirical nature of scientific evolution have battled to keep creationism and intelligent design (ID) out of the science textbooks – with some degree of success albeit in certain conservative communities and states politicians and school board members have overruled logic by those insisting that ID be part of science textbooks. Some objective scholarship sees this debate as another example of the recent trend toward the rejection of science among certain groups in the country – including the dismissal of enormous volumes of empirical data related to global climate change. Journalists, scholars, and other informed observers view the recent refutation of science-based research as related more to political ideology and religious beliefs – embraced by conservatives, evangelicals and others in the U.S. – than to fact-filled dialogue that leads to scholarly debate. Thesis: Notwithstanding the pronouncements and beliefs of conservative ideologues, politicians and spokespersons within the evangelical and other movements, evolution is no longer a theory, it is science, and hence it should be taught in public schools and indeed teachers should be well informed and prepared to defend science against attacks from the right.