the man has hollowed out the Libyan state, eviscerated all opposition in Libyan society, and, in effect, created a political tabula rasa on which a newly free people will now have to scratch out a future.
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Opinion Journal: Iran's Nuclear Deal Full of Holes - 0 views
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Iran Nuclear Deal is filled with loop-hole phrases that allows Iran to technically make nuclear missiles. Ambassador John Bolton states that the plan was a complete failure and one of the better options would to essentially start over when the next president is sworn in.
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Can Libya Rebuild Itself After 40 Years of Gaddafi? - 0 views
www.newsweek.com/f-after-40-years-gaddafi-68601
Gaddafi libya Arab Nationalism recontruction political tabula rasa Revolution politics middle east
shared by allieggg on 12 Nov 14
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Jamahiriya, a political system that is run directly by tribesmen without the intermediation of state institutions
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the problem is, of course, that much like in the former Soviet satellites in Eastern Europe, virtually everyone at one point or another had to deal with the regime to survive.
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Libya is truly a case apart.
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the disastrous Italian legacy in Libya, has been a constant element in Gaddafi’s speeches since he took power
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inspired by Gamal Abdel Nasser, neighboring Egypt’s president, whose ideas of Arab nationalism and of the possibility of restoring glory to the Arab world, would fuel the first decade of Gaddafi’s revolution.
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he was unimpressed with the niceties of international diplomacy,
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In a brilliant move that co-opted tribal elders, many of whom were also military commanders, he created the Social Leadership People’s Committee, through which he could simultaneously control the tribes and segments of the country’s military.
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When it turned out that Libya, which was still a decentralized society in 1969, had little appetite for his centralizing political vision and remained largely indifferent to his proposals, the young idealist quickly turned activist.
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Green Book, a set of slim volumes published in the mid-1970s that contain Gaddafi’s political philosophy, a blueprint is offered for a dramatic restructuring of Libya’s economy, politics, and society. In principle, Libya would become an experiment in democracy. In reality, it became a police state where every move of its citizens was carefully watched by a growing number of security apparatuses and revolutionary committees that owed loyalty directly to Gaddafi.
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Having crushed all opposition by the mid-1970s, the regime systematically snuffed out any group that could potentially oppose it—any activity that could be construed as political opposition was punishable by death, which is one reason why a post-Gaddafi Libya, unlike a post-Mubarak Egypt, can have no ready-made opposition in a position to fill the vacuum.
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The tribes—the Warfalla, the Awlad Busayf, the Magharha, the Zuwaya, the Barasa, and the smallest of them all, the Gadafa, to which he belonged—offered a natural form of political affiliation, a tribal ethos that could be tapped into for support. And perhaps, in the aftermath of Gaddafi, they could serve as a nucleus around which to build a new political system.
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Gaddafi feared they might coalesce into groups opposing his rule. So, during the first two decades after the 1969 coup, he tried to erase their influence, arguing that they were an archaic element in a modern society.
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comprehensive reconstruction of everything civic, political, legal, and moral that makes up a society and its government.
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After systematically destroying local society, after using the tribes to cancel each other out, after aborting methodically the emergence of a younger generation that could take over Libya’s political life—all compounded by the general incoherence of the country’s administrative and bureaucratic institutions—Gaddafi will have left a new Libya with severe and longstanding challenges.
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the growing isolation of Libya as international sanctions were imposed.
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Lockerbie was the logical endpoint for a regime that had lost all international legitimacy.
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while the regime still had the coercive power to put down any uprisings that took place in the 1990s, it became clear to Gaddafi’s closest advisers that the potential for unrest had reached unprecedented levels.
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way out was to come to an agreement with the West that would end the sanctions, allow Libya to refurbish an aging oil infrastructure, and provide a safety valve by permitting Libyans to travel abroad once more.
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intent to renounce weapons of mass destruction in December 2003—after a long process of behind-the-scenes diplomacy initially spearheaded by Britain
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“The Revolution Everlasting” was one of the enduring slogans of his Libya, inscribed everywhere from bridges to water bottles.
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regime that had, for four decades, mismanaged the country’s economy and humiliated its citizens
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country was split in half, with eastern Cyrenaica and its main city Benghazi effectively independent—a demonstration of the kind of people’s power Gaddafi had always advocated. Reality, in effect, outgrew the caricature.
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used a set of divide-and-rule policies that not only kept his opponents sundered from each other, but had also completely enfeebled any social or political institution in the country.
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Beyond Gaddafi, there exists only a great political emptiness, a void that Libya somehow will need to fill.
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the creation of a modern state where Libyans become true citizens, with all the rights and duties this entails.
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the terrorist incidents
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Regimes can use oil revenues strategically to provide patronage that effectively keeps them in power.
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This article from News Week basically paints a picture of Libyan history and how Gaddafi's reign devastated the state economically, socially, and politically. Author Dirk Vandewalle uses the phrase "a political tabula rasa" which in Latin means a blank slate, to describe the fate of Libya after Gaddafi's rule and convey the extent to which the country has to literally reconstruct every component that makes up a society and its government. He highlights major events that led to the downfall of both the Gaddafi regime and the Libyan state as a whole such as Arab nationalism, Jamahiriya, the Green Book, security apparatuses snuffing all opposition, terrorist incidents, isolation and international sanctions, the Lockerbie bombing, weapons of mass destruction, human right violations, divide and rule policies, and his use of oil revenue to fuel his insurgency. Vandewalle concludes the article with uncertain ideas thoughts towards Libya's future and the way the state is going to literally rebuild themselves from this "blank slate" that Gaddafi left behind.
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CCCC Statement on Second Language Writing and Writers - 0 views
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dapting to or adopting North American discursive strategies
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to understand their characteristics
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sensitive to their linguistic and cultural needs.
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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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should be based on students’ writing proficiency
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mainstreaming
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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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to identify strengths second language writers bring to the classroom.
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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.