Yaphe compares America's invasion with that of the British experience, at the end of World War I. According to Yaphe, he parallels between the two are remarkable, showing how Iraq's ethno diverse territory gives rise to violence and cruelty against others. What Yaphe saw was a common course of political division that was present in both Britain 1917 incursion in Iraq, as well as in America's 2003 invasion. The different religious interests within the nation compounded the sectarian split. The three political groups, Kurds, Shia and Sunni, each had a claim on the wealth of Iraq, and the formerly empowered Sunni did not give up their power easily.
Yaphe is a senior research fellow for the Institute of National Strategy Studies at the National Defense University, in Washington DC, as well as works with the Department of Defense, and therefore is a solid government source for academic knowledge. Her study is not a traditional academic study, because it seeks to raise more questions and use loose historical comparisons in order to make sweeping arguments about America's involvement in Iraq. Yaphe does not believe that the political situation in Iraq will ever be solved with the standards that the Americans have put into place at this point in the war, which was still in 2003. Still, it is a good analysis of what would come to happen later on, as the sectarian divisions in Iraq would split open to their worst extent from 2004-2006, after the publishing of the article.
The final article to be analyzed is by Menachem Klein, and is entitled 'Hamas in Power', written in 2007 for the Middle East Journal. (Klein, 2007). Klein is a senior lecturer in the department of political science at Bar-Ilan University, Israel. He approaches the topic of terrorism with an Israeli focus, as Israel has been the primary target of terrorist attacks for decades. The article is about the evolving shape of Hamas, from a terrorist organization into a political entity, although Klein is suspicious of Hamas' intentions and ability to give up on its violent history. Fatah, the moderate political party that took power in the West Bank, renounced the radicalism that Hamas took as an oath, and has fared much better as a result. The different voices in the organization of Hamas in the power struggle of 2006 suggested that much of the party was indeed turned away from extreme violence, but that these voices change depending on the current political situation, and that the political motivations of Hamas are fundamentally the same as they had been since the 1980s. Klein is a conservative Israeli author, and takes a position against Hamas due to their acceptance of terrorist tactics against Israeli occupation of the Palestinian territories.
Menachem Klein looks at Hamas' political documents for further understanding of Hamas' Islamist ideology, and believes that the organization has not prevented any of its members from moving to fundamentalism or radicalism. After Hamas' surprise victory in elections in 2006, the organization had to suddenly figure out how it would fulfill its newfound role in the world. Hamas had to navigate an international boycott on its movements because of the deadly terrorist links that Hamas had cultivated against Israel. Klein is incredibly skeptical...
IV-3). Each of these topics represents a crucial part of the larger evacuation plan, because as will be discussed in greater detail below, each single element of the plan influences and affects every other. All of this information should already be included in the embassy's emergency action plan, but it would likely be supplemented in a noncombatant evacuation plan with information and intelligence available via the Department of Defense and
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Lesson Plan Amp; Reflection I didn't know what state you are in so was unable to do state/district standards! Lesson Plan Age/Grade Range; Developmental Level(s): 7-8/2nd Grade; Below grade level Anticipated Lesson Duration: 45 Minutes Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): All students are reading below grade level (5-7 months) as measured by standardized assessments and teacher observation Curricular Focus, Theme, or Subject Area: Reading: Fluency, word recognition, and comprehension State/District Standards: Learning Objectives: Students will develop
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