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micklethwait

How Middle East Studies Professors Handle Bias in the Classroom - The Atlantic - 0 views

www.theatlantic.com/...378847

middle east studies professors classroom

shared by micklethwait on 29 Aug 14 - No Cached
  • micklethwait on 29 Aug 14
     
    A terribly interesting article--these are in many ways the reasons I choose not to focus on Israel and Palestine; it's so, so difficult to negotiate the discourses and feelings tangled up in this conflict.
mcooka

Education is becoming an extremist battleground in Pakistan - The Washington Post - 0 views

www.washingtonpost.com/...emist-battleground-in-pakistan

education pakistan program extremist

shared by mcooka on 10 Feb 16 - No Cached
  • The one year anniversary commemorations of the heinous attack on a Peshawar public school were barely over when gunmen once again went from classroom to classroom killing students and staff at a Pakistani university nearby.
  • n doing so, they are attacking the one area of Pakistani society where there is clear reason for optimism, as the growth of low-cost private schools in recent decades has given more and more young people, particularly girls, access to education.
  • aw revenge is clearly a motive as the Taliban protest against military bombings of their hideouts in the tribal areas.
  • ...6 more annotations...
  • The Taliban has already been successful with this approach on other fronts. Their attacks on polio aid workers have proven effective in disrupting the country’s entire public health system
  • Together with Jishnu Das of the World Bank, we have been researching Pakistan’s education sector for nearly 20 years.
  • Girls in particular have benefited from this school boom: more are in school than ever.
  • Research shows that the education debate in Pakistan is similar to the education debate in any other country: parents grapple with a choice of schools based on the usual set of considerations: Which of the schools nearby is best? How much should we pay? Is our child getting the best quality education?
  • But education is a unique service – not only because it involves a country’s most precious resource, its children – but also because, by increasing human capital, it strengthens the state not only in the present, but in the future.
  • As we speak, many schools are announcing temporary closure of facilities in the aftermath of the latest attack
mcooka

Gender equality? It doesn't exist anywhere in the world - LA Times - 1 views

www.latimes.com/...lobal-womens-rights-story.html

women inequality million higher education

shared by mcooka on 08 Mar 16 - No Cached
  • t's been more than 100 years since the world began observing International Women's Day, and yet no country has achieved full gender equality.
  • But in Yemen, the country that ranks lowest according to the same data,
  • About two-thirds of countries in the developing world have achieved gender equality in primary education according to U.N. data, but the progress is less substantial at the secondary school level.
  • ...9 more annotations...
  • In Africa and South Asia for example, boys remain 1.55 times more likely to complete secondary education than girls, according to World Bank data.
  • Even when girls make it into the classroom they still “continue to face particular risk in chaotic conflict settings,”
  • n Pakistan, for example, the Taliban has declared war on girls' education, and frequently attacks educational institutions
  • “They don’t translate into greater equality in the labor market,” said Sarah Gammage, director of gender, economic empowerment and livelihoods at the International Center for Research on Women. “Around the world women have disproportionately been part of the informal economy.”
  • hey are typically responsible for providing care services for family members, Gammage said. Other duties include child rearing, cooking, and other household chores. It is work for which they are not paid. Women perform three times more unpaid work than men, according to the U.N.’s 2015 Human Development Report.
  • eing able to make decisions, such as voting, owning land, and deciding whom to marry “is where we see the most significant difference between the least developed and developed countries,” said Varia.
  • In Saudi Arabia, women are not permitted to drive and cannot open bank accounts without their husbands' permissio
  • Uganda forbids women to gain permanent custody of children after a divorce,
  • Honor killings, the traditional practice that allows the slaying of a family member who is believed to have brought dishonor on a family, claims thousands of women’s lives every year in South and Central Asia.
  • pvaldez2 on 08 Mar 16
     
    This article is a response to International Women's Day, saying that gender equality doesn't exist in the world. In the middle of the article, they show a chart of the gender gap between men and women. Egypt is last in the chart.
  • mcooka on 08 Mar 16
     
    This article goes into depth about the inequality in the Middle East which extends to today. This looks at the ideas of democratization which would promote higher education. Greater rights for women. and improve infant morality rates 
micklethwait

NCTE Position Paper on the Role of English Teachers in Educating English Language Learn... - 0 views

www.ncte.org/...teacherseducatingell

language ncte ELL writing composition

shared by micklethwait on 16 Jun 14 - Cached
  • over five million English language learners (ELLs) in schools in the United States (NCELA, 2004).
  • integration into mainstream classes, sometimes referred to as submersion
  • 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.
micklethwait

CCCC Statement on Second Language Writing and Writers - 0 views

www.ncte.org/...secondlangwriting

cccc writing composition communication EAL statement

shared by micklethwait on 16 Jun 14 - No Cached
  • dapting to or adopting North American discursive strategies
  • to understand their characteristics
  • sensitive to their linguistic and cultural needs.
  • ...17 more annotations...
  • 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.
mcooka

A New System for K-12 Education in Qatar | RAND - 0 views

www.rand.org/...index1.html

qatar education system revolution

shared by mcooka on 24 Feb 16 - No Cached
  • The leadership of the Arabian Gulf nation of Qatar, like that of many other countries, views education as the key to future economic, political, and social progress.
  • In summer 2001, the State of Qatar’s leadership asked the RAND Corporation to examine the K–12 (kindergarten through grade 12) school system in Qatar
  • Qatari K–12 edu-cation system served about 100,000 students, two-thirds of whom attended schools that were financed and operated by the government. The highly centralized Ministry of Education oversaw all aspects of public education and many aspects of private education.
  • ...10 more annotations...
  • Finally, although Qatar has a high per capita income, the national investment in education was small. Teachers received low pay and little professional development, many school buildings were in poor condition, and classrooms were overcrowded.
  • he most fundamental need was for clear curriculum standards oriented toward the desired outcomes of schooling. The new system’s curriculum, assessments, and professional development would all need to be aligned with these clear standards
  • AND presented three governance options to the Qatari leadership for discussion: (1) a Modified Centralized Model, which upgraded the existing, centrally controlled system by allowing for some school-level flexibility with or without parental choice of schools; (2) a Charter School Model, which encouraged variety through a set of schools independent of the Ministry and which allowed parents to choose whether to send their children to these schools; and (3) a Voucher Model, which offered parents school vouchers so that they could send their children to private schools and which sought to expand high-quality private schooling in Qatar.
  • Qatar now possesses curriculum standards in Arabic, mathematics, science, and English for all 12 grades — and these standards are comparable to the highest in the world.
  • These tests and surveys were then upgraded and repeated in 2005 and 2006 as part of the ongoing accountability system. The tests are the first standardized measures of student learning available in the Arabic language.
  • otential school operators responded enthusiastically to the call to open the new schools.
  • from a pool of 160 initial applicants; all 12 opened under three-year renewable contracts. In 2005, 21 additional Independent schools opened, and in 2006, 13 more opened.
  • Increased expertise is needed in Qatar’s teaching workforce and among the Institutes’ staff. Non-Qatari specialists are likely to be required in the future, but it is important that they find the means to transfer knowledge to Qataris to build local human resources.
  • The four principles of the reform — autonomy, accountability, variety, and choice
  • The emirate of Abu Dhabi in the United Arab Emirates recently adopted a strategy of public financing for private providers of education that is similar to that of Qatar. Also, the Secretary General of the Gulf Cooperation Council praised Qatar’s initiative, especially its curriculum standards. Since these standards are the foundation for teaching, learning, and accountability, the Secretary General’s praise, motivated by concern throughout the region about preparing students for later life, represents a major endorsement of the approach taken in Qatar.
  • mcooka on 24 Feb 16
     
    This piece is about the education reform K-12 in Qatar. The program has started to use local education supplies to create a better community attitude toward education. Their have been efforts to create a universal curriculum and higher evaluation and testing. 
mcooka

Education in the Second Largest Refugee Camp in the World | Global Partnership for Educ... - 0 views

www.globalpartnership.org/...ond-largest-refugee-camp-world

education refugee jordan school

shared by mcooka on 17 Feb 16 - No Cached
  • n principle, all girls and boys in Za’atari camp have access to school. The Jordanian Ministry of Education and UNICEF provide formal education in two temporary schools with a capacity of 5,000 students each, covering all grades except the final year of secondary school.
  • 6% of girls and 80% of boys between the age of 6 and 18 years do not attend school. 66% of all children in Za’atari camp lost about three months of schooling already before arriving in Jordan
  • amilies expect to return home after just a short time in the camp
  • ...25 more annotations...
  • ajority of primary and secondary school-aged children say they want to go to school.
  • iolence
  • harassment
  • verbal abuse
  • corporal punishment in the classroom by Jordanian teachers and Syrian assistant teachers
  • nsecurity about leaving their family even for a few hour
  • work to earn money
  • distance to scho
  • ack of appropriate toilets
  • hungry
  • Large class sizes
  • yrian children are una
  • internet,
  • research required by the Jordanian curriculum
  • ordanian teachers
  • Some report that they do not feel safe working in Za’atari camp
  • transportation to the camp is costly
  • nexperienced
  • For every two Jordanian teachers, there is approximately one Syrian assistant teacher
  • yrian teachers are frustrated that they are only allowed to work as assistants in Za’atari camp given they are fully qualified teachers.
  • t has been recognized internationally that education is a right that must be upheld in emergency situations
  • Education can provide stability, normalcy and hope in a child’s day to day life during a crisis situation which can last for months and years.
  • he conflict in Syria is in its third year.
  • Global Partnership for Education requests partner countries to design their education sector plan sensitive to their context (PDF).
  • Za’atari camp reflect what children in other refugee camps may face worldwide.
  • mcooka on 17 Feb 16
     
    This article highlights how the UNICEF is attempting to care for Refugee children. This article specifically focuses on Za'atari which is located in Jordan. It looks at the factors which negatively affect the children, the role of the teachers, and the steps to resolve the issues.
mcooka

Schooling in a crisis: the case of Syrian refugees in Turkey - ODI HPN - 0 views

odihpn.org/...e-of-syrian-refugees-in-turkey

refugee schooling crisis turkey Syria camps education

shared by mcooka on 17 Feb 16 - No Cached
  • The Syrian civil war has created one of the largest and most intense episodes of human suffering of the early twenty-first century.
  • 387,883, with 200,039 living in government camps and 164,143 living in rented apartments
  • Turkey’s efforts to meet the needs of refugees have been spearheaded by the Afet ve Acil Durum Yonetimi Baskanligi
  • ...36 more annotations...
  • majority of refugees are women and, especially, children; of the 200,000 refugees in Turkish camps, about 60% are children.
  • t was left to him to find tents, wooden flooring, carpets and paving bricks, desks, chairs, drawing boards, teaching aids and, of course, textbooks
  • urkish Red Crescent
  • acquired through AFAD channels a
  • egging
  • he result
  • ten large tents with floors
  • drawing boards
  • electricity
  • computer projectors.
  • limate control consisted of large fans
  • 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
  • preschools enjoyed the largest proportion of age-group participation.
  • camp schools are administered by Turks
  • curricula are not recognised or sanctioned by the Turkish education authorities, and so licenced Turkish teachers cannot be assigned to them.
  • amp education directors rely heavily on volunteers from among the refugees themselves
  • time and instruction with the children is often inconsistent
  • not be able to teach in Arabic
  • There is little incentive for parents to commit their children to learning a new language
  • Closely related to the issue of language is the curriculum
  • eenage students in the camps generally do not have access to the secondary schooling
  • 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.
  • Syrian schools have opened outside of the camps with funding from the local government,
  • using the Syrian curriculum and books salvaged from Syrian schools and reproduced
  • Gaziantep
  • namely Syrian demands for the separation of the sexes in classrooms
  • 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.
  • Tensions over the separation of the sexes, curriculum and language of instruction are compounded by the politics of Syrians’ refugee status
  • 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.
  • officially designate Syrians as refugees would limit Turkey’s involvement in the Syrian civil war,
  • Turkey has allowed arms and non-lethal aid through its territory to supply the Free Syrian Army
  • here are also concerns that Syrians, desperate for income, take jobs at lower wages than Turks
  • 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
  • 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).
  • The schools developed in Syrian refugee camps in Turkey provide valuable models for establishing schools for rapidly growing refugee populations.
  • 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.
  • mcooka on 17 Feb 16
     
    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
mcooka

2015 Education Year: Challenges ahead | Yemen Times - 1 views

www.yementimes.com/...tion-Year-Challenges-ahead.htm

yemen education girls quality challenges times

shared by mcooka on 02 Mar 16 - No Cached
  • n Nov. 24, the prime minister declared 2015 “Education Year,” highlighting the need to improve the country’s educational system and its importance for Yemen’s future prosperity
  • An ominous reminder came just 20 days after the prime minister’s announcement, when an explosive-laden car detonated at a checkpoint in Rada’a, killing 16 girls who were passing on their way home from school. The tragedy provides some indication of the immense challenges facing government and Yemeni society if 2015 is really to be a year for education.
  • Speaking at a ceremony honoring the nation’s highest-achieving students for the 2013/14 school year,
  • ...5 more annotations...
  • 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.
  • mcooka on 02 Mar 16
     
    This article highlights some of the challenges with improving girls education. Yemen has very little resources so taking resources from one place and giving to another-is basically like taking from students sitting on the dirt and giving to students sitting on rocks. There is also high security concerns. Many religious sects don't believe women should receive education.  So girls and schools are being terrorized on the way to school. Some families don't believe the cash transfer is worth loosing children. 
amarsha5

How long can Saudi Arabia afford Yemen war? - Al-Monitor: the Pulse of the Middle East - 14 views

www.al-monitor.com/...ia-economic-repercussions.html

saudi yemen war economics

shared by amarsha5 on 07 Apr 16 - No Cached
  • long history of political animosity; this is a history that continues until our present day.
    • joepouttu
      joepouttu on 07 Apr 16
       
      "However, as Saleh continued to kill, these countries had no choice but to issue a forceful declaration to show that they were not in favor of Saleh's relentless, murderous campaign to ignore a civil war in Yemen." pg 128
  • Yemen's treasury was burdened by the costs of unification such as paying for southern civil servants to move to the new capital, Sanaa, and paying interest on its massive debt. On top of its other economic challenges, Yemen was to absorb the shock of 800,000 returnees and their pressure on the already weak job market. With their return, the estimated $350 million a month in remittances
    • joepouttu
      joepouttu on 07 Apr 16
       
      "My father had decided to leave Eritrea and return to Yemen, his homeland, after long years of exile..." pg 110
  • Civil war broke out in the summer of 1994 in what could be interpreted as a symptom of economic failure.
  • ...20 more annotations...
  • By 1995 the Yemeni government implemented a program of macroeconomic adjustment and structural reforms with support from the World Bank and the International Monetary Fund and reduced spending on defense and civil service and cut subsidies. The Yemeni economy started showing signs of recovery and stability.
  • Masood Ahmed, director of the IMF’s Middle East and Central Asia Department, wrote in 2012 that “fiscal sustainability will be an issue” for Gulf Cooperation Council countries. In its 2012 regional economic outlook, the IMF recommended to “curtail current expenditures while protecting the poor” as a response to the risk of declining oil prices.
  • Policies to cut spending were unlikely to be introduced in a monarchy like Saudi Arabia, especially after the Arab Spring, where tax-paying citizens along with non-tax-paying Bahrainis and next-door Yemenis went out on the streets to claim their rights in shaping the policies that govern their daily lives. The risk of people demanding more political rights was growing and cutting spending was not the optimal strategy for the kingdom.
    • joepouttu
      joepouttu on 07 Apr 16
       
      "The students of Sanaa were unique, marching straight out onto the street from their classrooms and chanting, 'The people demand the fall of the President and the regime.'" pg 126
  • As the kingdom continued its generous fiscal policy by providing more benefits to its citizens in response to the people’s dissatisfaction with the economic and political situation, it ran a deficit of 3.4% of GDP in 2014 due to a fall in oil revenues.
  • The kingdom's economic reforms of raising gas and diesel prices, cutting fuel subsidies in half and supporting the introduction of a GCC-wide value-added tax might ease the pressure of sustaining a war for nine months and perhaps longer. These structural reforms were long overdue and their introduction at this time is revealing.
    • amarsha5
      amarsha5 on 07 Apr 16
       
      CIG pg. 120 -> "We live in a world with many layers of linkages between countries. Nations will exchange goods and services through trade and will engage in cross-border investments from bank loans to setting up businesses. Each of these linkages can serve as a transmission mechanism in a time of crisis."
  • the political inclusion of the taxpaying citizen. It's a price the kingdom is now willing to pay, as we have seen Saudi women not only
  • and suffered an uprising fueled by anger at economic failure. The Saudi economy is trying to absorb
  • As they introduce revenue-collecting mechanisms, they should also reform mechanisms of capital transfer to the public to minimize the gap between the rich and the poor, as it is known that the poor are the most affected by tighter revenue-collecting policies. Otherwise, the Saudi war on Yemen will mark the beginning of an economic downturn that will surely spill over onto its political system in the long run.
    • joepouttu
      joepouttu on 07 Apr 16
       
      "So the young revolutionaries fight on, until all their demands are met and they are free to build their State: a state founded on social justice and equality between all citizens where Saleh's reign is just a page in the history books." pg 129
    • amarsha5
      amarsha5 on 07 Apr 16
       
      CIG pg. 116 -> "Globalization, in the shape of freer trade and multinational investments, has been generally a force for good and economic prosperity. But it has also advanced, rather than harmed, social agendas"
    • ccfuentez
      ccfuentez on 07 Apr 16
       
      But it became apparent that Saleh was not going to leave me to my own devices. He declared war in mid-1994, occupying the South and defeating the Socialist Party. Everything was finished, or so I believed. Its property stolen by the regime, the paper shut down, and once more I found myself broken, defeated and without hope. Worse, I was a known employee of the Socialist Party through my work at the paper. In the region where I lived agents for the regime had been hunting down and detaining anyone who had belonged to the Socialist Party or getting them fired from their jobs. Although I had not been a party member myself, just worked at a party newspaper, the regime made no distinction. My mother intervened, however, and hid me. She wouldn't let me out of the house. My mother always protects me.   (2013-12-31). Diaries of an Unfinished Revolution: Voices from Tunis to Damascus (p. 115). Penguin Publishing Group. Kindle Edition. 
    • atownen
      atownen on 07 Apr 16
       
      Civil War: in 1994 Jamal currently in high school, describes the times as a world, when the color of his skin would define him. The Civil War, "interpreted as a symptom of economic failure", was evident in the reading when Jamal described the lack of jobs as a college graduate, members of the socialist party were completely shut out when Saleh took the presidency, depriving hard workers the ability to integrate into the economy. 
    • ccfuentez
      ccfuentez on 07 Apr 16
       
      CIG Ch. 4 -> in relation to international rulemaking on fiscal policy -> is international intervention needed to contain and reverse financial crises in countries, esp. when it comes to the human rights and economic equality of citizens
    • mcooka
      mcooka on 07 Apr 16
       
      Relating to page 120 Sanaa could not find work after college. While his degree wasn't very fluid, he was unable to find work for about 5 years. He got into journalism which blacklisted him against the government. Now he is unemployed again. 
    • mcooka
      mcooka on 07 Apr 16
       
      This paragraph, while not highlighted, is important to the idea of globalization and why the war is not stopping. There is a flow of revenue from these oil prices that Yemen is reliant on, but they are also competing with countries that produce higher amounts of oil. This would have happened during the time Sanaa was in College writing scathing articles
    • mcooka
      mcooka on 07 Apr 16
       
       On page 113 around this time the author was working as a journalist for the newspaper. 
    • mcooka
      mcooka on 07 Apr 16
       
      Related to page 129 Sanaa is still living in hiding and in poverty. The animosity keeps him in fear. 
    • csherro2
      csherro2 on 07 Apr 16
       
      Market liberalization outlook
    • csherro2
      csherro2 on 07 Apr 16
       
      When Saleh came to power he and the leader of the southern part of Yemen, Salem al-Beid, agreed to coesxist as leaders of Yemen.  WIthin weeks of this in play, Saleh began to try to make the south his and this created the civil war.  
    • csherro2
      csherro2 on 07 Apr 16
       
      Jamal notes that the standard of living in Yemen was decreasing gradually the longer Saleh stayed in power.  
    • csherro2
      csherro2 on 07 Apr 16
       
      People, including Jamal, were writing about the Saleh regime and how they were upset with them.  
    • csherro2
      csherro2 on 07 Apr 16
       
      When Saleh's son was coming into power, Jamal saw that Yemen was moving towards a monarchy, realizing that his and the country's future was in the hands of an unqualified person.  
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