One of the more surprising statistics cited by Shadid is that in post-war Iraq, jobs with Americans are actually the most plentiful source of labor, and pay the best, from $130 up to $175 a month (284).
This statistic starkly underlines how the hope of America pulling out of Iraq without causing economic as well as military chaos seems bleak. The volunteers soldiers still hold fast to the sunrise to sunset fast of Ramadan, and feel grateful that they are able to help their families during the nightly feast in a month that is so sacred -- but not because they feel the ideals of America are important to their nation's collective future. Of course, for some Iraqis, no matter what the salary, joining the occupying forces was morally wrong, and simply not worth the money, however high, that Americans might pay. The enlisted Iraqi soldiers worry about retaliation, stating grimly that opponents will "not forget" their faces (285).
This is a nation, Shadid stresses, that never forgets anything -- not a betrayal, not a religious conflict, nothing. He quotes religious, militant Islamicists, who speak of cleansing their nation of all foreign forces and find, in an atmosphere of poverty and degradation, at least some pride that their children may have died fighting for Islamic ideals, and have not fallen in with America. They use tactics that Americans would call terrorism, but what to many Iraqis is noble resistant to foreign, Western forces (290) "In a confusing aftermath...nothing was confusing" to men who believed in fundamentalist tenants of faith (291). In one bombing described by Shadid, "once again, the gulf between occupier and occupied" was filed with "unavoidable slights," even after the man had died, like leaving the man his back his family was allowed to identify him (296).
The Americans scoff that the instigator was motivated by money, although the man's family insist that it was faith. Ironically, when Iraqis volunteer for the Americans to serve in the national army, the Americans view this as idealism,...
Furthermore, when groups began people naturally turned to the group leader for direction and advice. It would be accurate to state that most of the relating was to the group leader at that point. However, by exercising linking behavior, I was able to get the group members to look to each other for understanding and help. Initially, I had to point out when people were saying things that would indicate
In "Piaf," Pam Gems provides a view into the life of the great French singer and arguably the greatest singer of her generation -- Edith Piaf. (Fildier and Primack, 1981), the slices that the playwright provides, more than adequately trace her life. Edith was born a waif on the streets of Paris (literally under a lamp-post). Abandoned by her parents -- a drunken street singer for a mother and a
al. 11). In the same way that European colonialism itself depended on a limited view of the world that placed colonial subjects under the rule of their masters, European theory was based on a view of literature and identity that had no place for the identities and literature of colonized people. Postcolonial theory is the ideal basis for this study, because in many ways the process of developing a
Beethoven uses choral voices in his 9th Symphony to produce a sound that no man-made instrument could produce. Beethoven is attempting to achieve the highest and most joyful sound in the final movement of the symphony and so therefore uses human voices to compel the listener to the rapturous heights that he wants them to witness. or what might look at the importance of tone and key. In the 20th
Some Chinese researchers assert that Chinese flutes may have evolved from of Indian provenance. In fact, the kind of side-blown, or transverse, flutes musicians play in Southeast Asia have also been discovered in Africa, India, Saudi Arabia, and Central Asia, as well as throughout the Europe of the Roman Empire. This suggests that rather than originating in China or even in India, the transverse flute might have been adopted through the
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
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