“Libya is a reminder that sometimes it is possible to use military tools to advance humanitarian causes.”
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What Happened to the Humanitarians Who Wanted to Save Libyans With Bombs and Drones? - ... - 0 views
firstlook.org/...nted-save-libyans-bombs-drones
humanitarian libya civil war politics US Intervention NATO revolution
shared by allieggg on 23 Nov 14
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intervention was a matter of upholding “universal values,” which itself advanced America’s strategic goals. In justifying the war to Americans (more than a week after it started), President Obama decreed: “Some nations may be able to turn a blind eye to atrocities in other countries. The United States of America is different.”
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But “turning a blind eye” to the ongoing – and now far worse – atrocities in Libya is exactly what the U.S., its war allies, and most of the humanitarian war advocates are now doing.
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“this was a rare military intervention for humanitarian reasons, and it has succeeded” and that “on rare occasions military force can advance human rights. Libya has so far been a model of such an intervention.”
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But the most compelling reason to oppose such wars is that – even if it all could work perfectly in an ideal world and as tempting as it is to believe – humanitarianism is not what motivates the U.S. or most other governments to deploy its military in other nations.
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As the country spun into chaos, violence, militia rule and anarchy as a direct result of the NATO intervention, they exhibited no interest whatsoever in doing anything to arrest or reverse that collapse. What happened to their deeply felt humanitarianism? Where did it go?
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What’s most notable here isn’t how everything in Libya has gone so terribly and tragically wrong. That was painfully predictable: anyone paying even casual attention now knows that killing the Bad Dictator of the Moment (usually one the U.S. spent years supporting) achieves nothing good for the people of that country unless it’s backed by years of sustained support for rebuilding its civil institutions.
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If there were any authenticity to the claimed humanitarianism, wouldn’t there be movements to spend large amounts of money not just to bomb Libya but also to stabilize and rebuild it? Wouldn’t there be just as much horror over the plight of Libyans now: when the needed solution is large-scale economic aid and assistance programs rather than drone deployments, blowing up buildings, and playful, sociopathic chuckling over how we came, conquered, and made The Villain die?
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The way most war advocates instantly forgot Libya existed once that fun part was over is the strongest argument imaginable about what really motivates these actions. In the victory parade he threw for himself, Kristof said the question of “humanitarian intervention” will “arise again” and “the next time it does, let’s remember a lesson of Libya.”
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This article basically lays out the faults in US intervention in Libya during the fall of Gaddafi and condemns the US officials for their lack of hindsight in their agenda. The US claimed that they could not "turn a blind eye" to atrocities and human right violations in other countries and to intervene in Libya was a matter of upholding "universal values." After the successful ousting of Gaddafi, the US hypocritically turned their back on the country as a whole, leaving them to pick up the pieces and re-build themselves in the midst of socio-political and economic chaos. The US claims that military intervention is sometimes necessary to address human right violations, but in the case of Libya more violations have occurred as a result of a fallen regime rather than because of its reign. The author basically says that the US should have predicted that short-term intervention strategies achieves nothing without years of sustained support for rebuilding the civil institutions.
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Schooling in a crisis: the case of Syrian refugees in Turkey - ODI HPN - 0 views
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The Syrian civil war has created one of the largest and most intense episodes of human suffering of the early twenty-first century.
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Turkeys efforts to meet the needs of refugees have been spearheaded by the Afet ve Acil Durum Yonetimi Baskanligi
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majority of refugees are women and, especially, children; of the 200,000 refugees in Turkish camps, about 60% are children.
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t was left to him to find tents, wooden flooring, carpets and paving bricks, desks, chairs, drawing boards, teaching aids and, of course, textbooks
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he pre-school director in Islahiye Camp used empty office and storage space in the warehouse to house five rooms full of loud young children
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curricula are not recognised or sanctioned by the Turkish education authorities, and so licenced Turkish teachers cannot be assigned to them.
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Indeed, one source of tension between Syrian parents and the Turkish authorities has been the Syrian demand for special classes for advanced students whose preparations for university entrance exams were interrupted by the war.
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Syrian parents also tend to insist that their daughters wear headscarves (hijab) in public and in schools, while it is illegal for Turkish teenage girls to cover their hair at school.
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Tensions over the separation of the sexes, curriculum and language of instruction are compounded by the politics of Syrians refugee status
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y contrast, the Turkish government chose not to officially recognise the Syrians as refugees as defined by UNHCR, and did not ask UNHCR to register the newcomers as refugees.
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Even guests can outstay their welcome, and with no end in sight to the civil war and no prospect of a return of Syrians to Syria, Turks are beginning to question how long they can sustain their assistance. I
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une 2013 AFAD began accepting offers of financial and other aid from outside agencies, including UNHCR and the UN Educational, Scientific and Cultural Organisation (UNESCO).
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The schools developed in Syrian refugee camps in Turkey provide valuable models for establishing schools for rapidly growing refugee populations.
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The next critical challenge for Syrian education in Turkey is what to do with the growing number of Syrian teenagers who need to finish their high-school studies at accredited schools in order to compete for places at universities in Turkey or elsewhere.
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This was probably the most interesting article I have read about education in the MIddle East. It is from the "Humanitarian practice Network". This article is about Turkey and the Syrian refugees, who are not documented as refugees, and the growing desire for improvements to education. Right now, the education which is in place for Syrians is adequate for a temporary stay of preserving knowledge. It is not designed to be used long term, to advance students, or to prep them for universities. This article looks at those issues and tensions which are happening currently in Turkey
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Saudi Arabia plans new city for women workers only - 0 views
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This article was extremely interesting. It discussed the potential for an all women city in Saudi Arabia. The city would be an area for single women to work to and learn new skills allowing them some independence. The idea of an all women city is baffling to me, it seems the country is moving even further back in time with gender advances.
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Palestinian, Israeli scholars to advance one-state solution in London | The Electronic ... - 0 views
electronicintifada.net/...7212
Israel Israeli-Palestinian conflict Palestine Two State Solution One State Solution
shared by mharcour on 30 Mar 15
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Syria civil war: Up to 70,000 refugees head to Turkey, says PM - BBC News - 0 views
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Upwards of 70,000 Syrian refugees move into Turkey as violence in the country increases. Russian airstrikes are helping Syria's government troops advance as Russia warns of a Turkish invasion into Syria-- continuing the tension between Turkey and Russia since the shooting down of a Russian fighter yet last year.
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Russia Is Launching Twice as Many Airstrikes as the U.S. in Syria - The Daily Beast - 0 views
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Egypt's Trouble With Women - The New York Times - 2 views
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The first plane to cross the finish line was piloted by a 26-year-old woman named Lotfia El Nadi, Egypt’s first female aviator.
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22 Arab countries for discrimination in law, sexual harassment and the paucity of female political representation
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Gamal Abdel Nasser, women continued to advance, achieving positions in universities, Parliament and the senior judiciary.
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Egypt’s tradition of moderate Islam recognized women’s rights and encouraged women to study and work.
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Wahhabism has influenced all Islamic societies and movements, including Al Qaeda and the Muslim Brotherhood.
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many Egyptian women still went without head scarves, wearing modern Western-style dress, yet incidents of sexual harassment were rare. Now, with the spread of the hijab, harassm
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83 percent of women interviewed had been subjected to sexual harassment at least once, and that 50 percent experienced it on a daily basis.
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When ultraconservative doctrine dehumanizes women, reducing them to objects, it legitimizes acts of sexual aggression against them.
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The security apparatus paid thugs, known as “beltagiya,” to gang up on a woman attending a demonstration, tear off her clothes and molest her.
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Tahrir Square in Cairo, soldiers pulled a female protester’s clothes off and dragged her along the ground, stomping on her with their boots
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President Mohamed Morsi’s later attempt to rewrite the Egyptian Constitution would also have removed the only female judge on the Supreme Constitutional Court.
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They tried to overturn the law punishing doctors who carried out female genital mutilation, and refused to consider the marriage of minors as a form of human trafficking by claiming that Islam permitted a girl as young as 10 years old to be married.
UN: 'Race against time' to save Falluja refugees - CNN.com - 0 views
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17 years after war - Yugoslavia again protesting NATO - Workers World - 0 views
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Home » Global » 17 years after war — Yugoslavia again protesting NATO 17 years after war — Yugoslavia again protesting NATO By Heather Cottin posted on March 22, 2016 Share On March 24, 1999, the U.S. led its European NATO allies in a 78-day bombing campaign targeting
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Serbia in order to destroy Yugoslavia, the last socialist country holding out in Europe. NATO planes bombed hospitals, factories, schools, trains, television stations, bridges and homes, killing thousands of Yugoslavs.
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n 2000, the same NATO forces destabilized what remained of Yugoslavia — the republics of Serbia and Montenegr
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ugoslavia was an independent and relatively prosperous country. With no Soviet Union after 1991, Yugoslavia was vulnerable to the powerful imperialist countries in Western Europe and the United States, which provoked and exacerbated disputes among the various Yugoslav peoples
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cialism in Yugoslavia produced artists and intellectuals, free health care, zero unemployment, free education, excellent public transportation and advanced industrial and agricultural developmen
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NATO’s pattern for the destruction of Libya and Syria — and also of Iraq and Afghanistan, with variations
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After the destruction of Milosevic and his party, neoliberal forces in Serbia and the other republics privatized the health care system, sold off the mines, and closed automobile, petroleum and other industries. Now Bosnia has an unemployment rate of 43 percent, Croatia’s is 19 percent, and tiny Kosovo’s is 45 percent. Kosovo hosts the largest U.S. military base in the Balkans, Camp Bondsteel, which protects Kosovo’s criminal government and oversees NATO control in the Balkans.
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n the U.S. in 1999-2001, the International Action Center and Workers World Party played a leading role among those who stood firm against expanding NATO’s mayhem and slaughter in Yugoslavia.
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Egypt's Muslim Brotherhood: Women's Rights Could Destroy Society, Countries Should 'Rej... - 2 views
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Egypt's ruling Muslim Brotherhood warns that a U.N. declaration on women's rights could destroy society by allowing a woman to travel, work and use contraception without her husband's approval and letting her control family spending.
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U.S. Ambassador Susan Rice last week touted at the commission - a global policy-making body created in 1946 for the advancement of women - progress made by the United States in reducing the rate of violence against women by their partners.
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give equality to women in marriage and require men and women to share duties such as child care and chores.
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called on countries at the Commission on the Status of Women on Thursday to stop using religion, culture, and tradition to justify abuse of women.
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The article focuses on the Muslim Brotherhood's belief that Women's rights would result in the destruction of Egyptian Society. The brotherhood disagreed with the statements made in the UN Declaration regarding women's rights. Such concerns included the potential access women would have to travel, work, money, and contraception without the approval of their husbands. The U.N. Commission of the Status of Women seeks to improve the lives of women. The conflict that exist between women's rights/freedoms are restricted by the religious beliefs of the Muslim Brotherhood.
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After many years of trying to give women rights, a decision can not be made without bringing important issues like religion and culture to the table. The Muslim Brotherhood is on the opposing side when coming to a decision on giving rights to women.
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After many years of trying to give women rights, a decision can not be made without bringing important issues like religion and culture to the table. The Muslim Brotherhood is on the opposing side when coming to a decision on giving rights to women.
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NCTE Position Paper on the Role of English Teachers in Educating English Language Learn... - 0 views
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In turn, colleges and universities providing teacher education should offer all preservice teachers, as well as teachers pursuing advanced degree work, preparation in teaching linguistically diverse learners in their future classrooms.
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CCCC Statement on Second Language Writing and Writers - 0 views
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In classes made up exclusively of second language writers, enrollments should be limited to a maximum of 15 students per class.
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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.
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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.
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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.
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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.
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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.
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the literacy support of second language writers needs to extend beyond the composition requirement as well.
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approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing.
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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.
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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.
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scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center.
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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.
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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.
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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.
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