Saturday, 4 June 2011

THE DETERMINATION OF THE ARAB REVOLUTIONS

AUTUMN OF THE AUTOCRATS?

THE DETERMINATION OF THE ARAB REVOLUTIONS

By ESAM AL-AMIN

June 3, 2011

After the relatively swift triumphs of the Tunisian and Egyptian revolutions in deposing their dictators earlier this year, other Arab dictators drew a different set of lessons than their populations did.

Fed up with decades of repression, corruption, and the break down of state institutions, as well as the complete loss of faith in any meaningful political or social reforms in their societies, people across the Arab world this spring have waged simultaneous mass movements to force sweeping changes.

Arab autocrats, sustained for decades by the powerful security state, were shocked and startled as they observed in horror the dismantling of the security apparatuses in Tunisia and Egypt, facing fearless populace willing to sacrifice their lives to liberate themselves from the yoke of tyranny and regain their freedoms and dignity.

To their credit, in both the Tunisian and Egyptian models, the armies refused to shoot at their people after the failure of the security forces to clamp down. The popular uprisings spread across each country with incredible determination and zeal as the fear barrier of the ruthless regimes completely broke down.

Shortly after the fall of the Egyptian dictator, people across the Arab world took to the streets in peaceful uprisings against their long time repressive rulers. The concurrent massive demonstrations were especially widespread in Yemen, Libya, Syria, and Bahrain, against the decades-old repressive regimes of Muammar Gaddhafi in Libya (41 years), Ali Saleh in Yemen (33 years), the Assad family in Syria (Bashar and his father before him- 40 years), and the minority Al-Khalifah dynasty in Bahrain (230 years.)

The primary lesson learned by the Arab masses watching the revolutions unfold in Tunisia and Egypt was that the people’s collective power and determination can ultimately triumph in the face of isolated regimes that have been ruling them with an iron fist.

However, the authoritarian regimes drew different lessons from the Tunisian and Egyptian experience. They did not see the power and determination of the people but the weakness of the regimes and fragility and indecisiveness of its leaders.

In each case, though engulfed in its own particular circumstances and distinct features, the overall framework of how each regime dealt with its own popular uprising is strikingly similar.

As in the Tunisian and Egyptian models the first response of each regime was to rely on the security forces to put a quick end to the uprisings before they spread. When such attempts fail within the first few days, the next step is to try to contain the demonstrations by embracing the demands of the protesters while asking for a return to calm in order to implement reforms.

The problem with these initial steps is that they are perceived by the people as disingenuous and are almost always too late. Like Tunisia and Egypt before them, in each of the cases in Yemen, Libya, Syria, or Bahrain, the initial brutal response of the security forces had an adverse effect and did not stop the protests. In fact, the increasing casualties in the streets intensified the opposition and the revolts became widespread.

For instance, the initial demonstrations that started in Benghazi in mid-February to protest the arrest of a human rights lawyer quickly spread to western Libya, where they were met with repression. Similarly the protests in Yemen spread the same week from Sanaa to the rest of the country as Saleh’s security forces cracked down on the demonstrators. When the people of the southern city of Dar’aa in Syria protested in mid-March calling for freedom and reforms, the protests quickly spread as the Syrian army shortly thereafter surrounded the city killing dozens and arresting hundreds of protesters.

In the next phase of the confrontation between the people and the authoritarian regimes the dictators would call for dialogue and claim to have embraced the calls for reforms. For example, within days of the fall of the eastern city of Benghazi to the opposition, Qaddafi’s son, Saiful Islam, promised that if the protests ended then all demands were on the table. But then he asserted that no reforms or dialogue would be initiated unless the protests ended. President Saleh in Yemen made similar overtures to his people promising to form a national unity government and initiate political reforms if the protests ended.

In Syria the regime announced several steps for political reforms and the end of the state of emergency, which had been in place for almost a half century. The Syrian people held hope that their president would announce, and immediately take steps for far-reaching constitutional and political reforms.

But when the Syrian president addressed the parliament at the end of March it became clear that the reforms embraced by the regime were superficial and vague while requiring a significant amount of time to implement, a ploy that seemed designed to contain the popular uprising. Moreover, the party officials entrusted to propose and implement these reforms were themselves people known to defend the status quo that has favored them for decades.

As in Egypt, when the trick of calling for dialogue and the embrace of a reform agenda fails to attract the people and the opposition groups – mostly marginalized for decades- the regimes would then mobilize their supporters to mount counter-demonstrations.

However, many of the supporters of these regimes act like goons, bullies, and criminals, as they beat up and abuse the opposition. Such elements supporting the regimes include thousands of security officers or party loyalists roaming the streets in civilian clothes. They were called baltagies in Egypt, balatega in Yemen and Shabbiha in Syria. Their main role is to brutalize the people and punish them for their protests in a desperate attempt to halt them. But often times, the end result is the opposite as the people link these thugs to the regimes and become even more enraged.

As the casualties mount and international condemnations of the regimes become widespread, the dictators employ a new tactic by charging that there are armed “Islamic terrorist” groups tied to Al-Qaeda who are killing the protesters and wreaking havoc upon society.

Ultimately, the main strategy of each regime is to regain the initiative from the streets so they continue to use these different tactics in order to split the opposition or wear down the people. Endless promises, delay tactics, and old style propaganda techniques and maneuvers are utilized. President Saleh employed his infamous delaying schemes to wear down the opposition, thus promising to step down five different times as a result of the Gulf Cooperation Council initiative, only to renege each time. Eventually, the GCC itself completely abandoned its own initiative. The Syrian president officially lifted the state of emergency. Yet since then, over 1200 people have lost their lives and over 12,000 have been detained without trial. Electricity as well as water and phone lines were cut off from some cities that were under siege by the military for many days.

Watching Hosni Mubarak, his sons, and other high-ranking officials in Egypt dragged to prison and tried for political and financial corruption solidified in the minds of these regimes the fate that awaits them. In essence, the dictators and their cronies are fighting, not just to stay in power, but also to literally escape punishment for their crimes. But perhaps the most brutal and effective tactic to derail any peaceful revolution is to drag the country into civil war.

Regional players such as Israel and the Saudi ruling family, as well as other international players are very nervous about the popular discontent and the changes sweeping the region. The status quo has benefited these regimes and the international order for a long time.

People in the Arab world are instead determined to rely on themselves with an uncompromising will to continue their just struggle for freedom and dignity echoing the voice of another young leader in the Latin American jungles many decades ago, as Che Guevara reminded his comrades “Until victory always” but “better to die standing, than to live on your knees.”

















Thursday, 2 June 2011

2BAC ENGLISH EXAM LANGUAGE PRACTICE ANSWERS

2BAC ENGLISH EXAM LANGUAGE PRACTICE

GIVE THE CORRECT FORM OF THE VERBS IN BRACKETS.

1-She (study)……….for four years at university before she got married.

Had studied or had been studying

2-The number of Moroccan NGOs (double) ………..by the year 2018.

Will have doubled

3-He got a good mark because he (revise)…………well before.

Had revised

4-The teacher (start)…………the lesson before we got in the classroom.

Had started

5-She (finish)……….her homework and then she went to bed.

Had finished

6-Many illiterate people got enrolled because the ministry of education (launch)……….. a literacy programme.

Had launched

7-She set up a small enterprise after she (become)…………… an educated woman.

Had become

8-By the end of this decade, more women (become) ……………….. more educated.

Will have become

9-Last month, he got a prize from the association because he (make)………..great efforts in assisting illiterate people.

Had made

10-Students must keep on (do)………well at school.

Doing

11-I can't imagine Sally (play)………..the saxophone.

Playing

12-After my aunt (do)………..a lot of housework yesterday, she went to her literacy class.

Had done

13-When I met him yesterday, he told me that he (learn)………….his lessons for the test.

Had learnt / learned

14-By the end of this decade, young people (regain)………..confidence in political parties.

Will have regained

15-Paul is fond of (watch)………..political TV shows.

Watching

16-Nadia (never read) ………..such an interesting story before she moved to university in Spain.

Had never read

17-She felt tired because she (work)……………..a lot all the week.

Had worked or had been working

18-Gifted people are used to (score)………..best in every competition.

Scoring

19-He (have)……….. a part-time job for two years before he finished his university studies.

Had had

20-By the end of the second decade, most Moroccan big cities (be)………….. linked by highway.

Will have been

21-Developing rural areas (become)…………….a necessity by 2015.

Will have become

22-By 2017, many youths (start)………….to take part in political life.

Will have started

23-Sami is looking forward to (get)…………the first mark in the Olympiad of Maths organised in Rabat next month.

Getting

24-I enjoy (read)…………. novels because I feel transported in the world of imagination.

Reading

25-The young athlete was upset about (lose)………… the race.

Losing

26-The young inventors agreed (set up)…………… a worldwide association.

To set up

27-Are you thinking of (participate)…………. in the national contest for young entrepreneurs?

Participating

28-My parents are looking forward to (celebrate)…………. my success in the baccalaureate examination.

Celebrating

FILL IN THE GAP WITH THE CORRECT LINKING WORD FROM THE LIST

due to / as a result / because of / however / therefore / despite / moreover / as well as / although / in spite / consequently /

1-She gets higher marks…………studying in difficult conditions.

In spite of / despite

2-Her parents were illiterate……….., they didn't send her to school when she was young.

As a result / therefore / consequently

3-She couldn't see or hear,…………, she was able to feel people's hands.

However

4- …………..of his illiteracy, Jamal is a member in different human rights organisations.

In spite

5-Greenpeace is a non-profit organisation,…………… , its work is voluntary.

Moreover

6- ……………many organisations denounce human right violations, there are still many victims.

Although

7- ……………of spending much time at work, working women are able to perfectly manage their households.

In spite

8- ………..globalisation has a positive impact on Moroccan women's situation; there is fear of losing local traditions.

Although

9- ………… being illiterate, some women use the magazine's pictures as resources for dressmaking.

Despite

10-Better schools attract families to move to the city,………., classes become crowded.

As a result / therefore / consequently

11-City life appears more interesting………… , people draw away from rural communities.

As a result / therefore / consequently

12-Educated working women look after their houses. …………. their husbands and children.

As well as

13-Moroccan rural women need education …………health care.

As well as

14-Many developing nations are in debt and poverty…………drought and lack of rain.

Due to / because of

15-Educated women have fewer children…………… , they have better personal life and nutrition.

Moreover

16-Cities have grown so large……………the increasing industrialisation.

Due to / because of

FILL IN THE GAP WITH THE APPROPRIATE PHRASAL VERB

to apply for / turned down / handed out / look up / drop in / put off / find out / cut down on / brings about / put up

1-The teacher………..an article to students about Moroccan and British cultural values.

Handed out

2-The teacher told the students to…………the meanings of difficult words in the dictionary.

Look up

3-Intolerance…………dislike and conflicts.

Brings about

4-They didn’t ………….. this year's Mawazin festival.

Put off

5-In France, you can't………….to a friend's house unless you get his permission.

Drop in

6-If he doesn't…………..fast food, he will get more obese.

Cut down on

7-He didn't stay in a hotel. Some relatives………him ………...

Put up

8-The local cultural festival has been…………….. but I didn't…………. until a few days ago.

Put off / find out

9-When Jamal went ………….a visa to England, they………………. his application .

To apply for / turned down

REWRITE THE FOLLOWING SENTENCES AS SUGGESTED

1-"A lot of people participated in the campaign."

He said that…………………………………….

A lot of people had participated….

2-"I will participate in a conference on citizenship."

He told the journalists that…………………………

He would participate ……

3-"How long are you going to stay there?"

He wanted to know………………………………..

How long I was going to stay / we were going to stay there.

4-"Did you watch yesterday's show about citizenship?

He asked me ……………………………………….

If I / we had watched yesterday’s show…..

5-"Don't underestimate voluntary work."

He told me …………………………………………

Not to underestimate…..

6-"Please, bring me a copy of the report."

He begged me……………………………….

To bring him……..

7-"How can I help in sensitising people to become good citizens?"

He asked the audience…………………………………………

How he could help in……

8-"Responsibility means being in charge of our choices and our lives."

The teacher explained that ………………………………………

Responsibility meant being in ………

9-My friend didn’t write his report last week because he didn’t have enough time.

If……………………………………………………………………………….

He had had enough money, he would / could / might have written his report.

10-He didn’t connect on the net because he didn’t have the password.

If……………………………………………………………………….

He had had the password, he would / could / might have connected on the net.

11-He couldn't go to the cyber café because he had no money.

If………………………………………………………………

He had had money / some money, he would / could / might have gone to the cyber café.

He had had money / some money, he could have been able to go to the cyber café.

12-The teacher gave him a bad mark because he didn’t do the homework.

If………………………………………………………………….

He had done the homework, the teacher wouldn’t have given him a bad mark.

13-My friend couldn't call an ambulance because his mobile phone did not work.

If …………………………………………………………………….

My friend’s mobile phone had worked, he would / could / might have called an ambulance.

My friend’s mobile phone had worked, he could have been able to call an ambulance.

14-He ate a lot, so he had a terrible stomach-ache.

If……………………………………………………………………..

He hadn’t eaten a lot, he wouldn’t have had a terrible stomach-ache.

15-Our government opened new schools. They wanted to reduce illiteracy rates.

Our government opened new schools so that…………………………………….

Would / could reduce illiteracy rates

16-Radio and television are used because they wanted to reach people everywhere.

Radio and television are used in order………………………………………………..

To reach people everywhere.

That they would / could reach people everywhere.

17-Adults go to literacy classes. They want to learn how to read and write.

Adults go to literacy classes so that ………………………………………………….

They will / can learn how to read and write.

18-They use the media. They want to sensitise people to the advantages of literacy.

They use the media so that …………………………………………………………….

They will / can sensitise people to the advantages of literacy.

19-Husbands should give a helping hand to housewives.

A helping hand………………………………………..

Should be given to housewives by husbands.

20-Women direct many associations.

Many associations…………………………………..

Are directed by women.

21-They gave a Nobel Prize to Marie Curie.

A Nobel Prize………………………………

Was given to Marie Curie.

22-People have admired Celin Dion for some decades.

Celin Dion………………………………………………

Has been admired for some decades.

23-The NGO will grant more micro credits to unskilled women.

More micro credits…………………………………………..

Will be granted to unskilled women by The NGO.

24-A women association has recently honoured many women.

Many women…………………………………………………..

Have recently been honoured by a women association.

25-The Moroccan woman's associations support maid servants.

Maid servants……………………………………………………

Are supported the Moroccan woman's associations.

26-People shouldn't consider as inferior.

Women……………………………………………………………

Shouldn’t be considered as inferior.

27-The Prime Minister is going to present a new economic plan to the Parliament.

A new economic plan………………………………………………….

Is going to be presented to the Parliament by the Prime Minister.

28-Said Naciri will open a new morning talk show on 2M.

A new morning talk show………………………………….

Will be opened on 2M by Said Naciri.

29-They have translated her books into many languages.

Her books……………………………………………………..

Have been translated into many languages.

30-Society must offer women more opportunities.

More opportunities………………………………………………..

Must be offered to women by society.

FILL IN THE GAP WITH THE CORRECT MODAL

had to / must / must have / can't


1-The audience has been watching Mr. Bean's film for more than two hours. The film ………..be interesting.

Must

2-I want to watch Mr. Beans' film but the CD player isn't working. The children …………damaged it.

Must have

3-If Brahim doesn't have a password, he …………..have access to the humorous web sites.

Can’t

4-Yesterday, Brahim and Ann ……………stay late to watch the film.

Had to

FILL IN THE GAP WITH THE CORRECT RELATIVE PRONOUN

which / who / whose

1-One of the problems ……………..the Arab countries suffer from is brain drain.

Which

2-My uncle, ……………….got his university degree, emigrated to Canada to continue his studies.

Who

3-India, ……..highly skilled labour is IT engineers, has remarkably succeeded in reversing brain drain lo brain gain.

Whose

4-Experts………….came from around 50 African countries were given a special reception at the hotel.

Who

FILL IN THE GAP WITH THE CORRECT COLLOCATION

common good / culture shock / family code / sustainable development / civil society / rural areas / renewable energies / boarding school /

1- ……………..is concerned with society's needs and well being in the short, medium and long term.

Sustainable development

2-Non-governmental, non-profit organisations and voluntary associations make up what is referred to as ……… .

Civil society

3-One way to sustain development is to link ………..with urban ones.

Rural areas

4-A person may experience ………… when he moves to a cultural environment which is different from his own.

Culture shock

5-Thanks to the new Moroccan……………, the status of women has noticeably changed.

Family code

6- …………..are forms of energy that are renewed as quickly as they are used (ex. solar energy, wind, etc) .

Renewable energies

7-As our family used to live in the countryside, I had to go to a …………….. live and study.

Boarding school

8-A good citizen always works for the……………….of his community.

Common good

FILL IN THE GAP WITH THE CORRECT WORD

skilled / tempting / invest / donations / campaigns / charter / bilateral / conference / equality / ignorance / inferiority / associations / emancipation / stereotypes / non-governmental / literacy / compulsory / dropouts / partnership / abstract / skills / eclectic / motivated

1-Countries should settle………..conflicts by peaceful means and shouldn’t resort to war.

Bilateral

2-Gifted youths are able to understand…………….concepts and ideas.

Abstract

3-Our government signed a……………. with many NGOs to work together to combat illiteracy.

Partnership

4-All over the world, women have always had a continuous struggle for their…………….. .

Emancipation

5-The fourth world………………. about women took place in China in 1995.

Conference

6-Talented professionals immigrate to developed countries to earn………….wages and secure a better future.

Tempting

7-The World Bank urged countries to……………. in education to develop economy and combat poverty effectively.

Invest

8-To keep their independence from governmental influence, NGOs are financed by………and benevolent contributions.

Donations

9-Amnesty International is an independent pressure group which……..for the release of imprisoned or maltreated people.

Campaigns

10-According to the United Nations …………. , member states shouldn’t use force against other member states.

Charter

11-Many human rights associations call for ……………between men and women in public and political life.

Equality

12-Women's illiteracy and ………….are linked together.

Ignorance

13-Women feel a complex of……………. . They are as equal as others.

Inferiority

14-1,000,000 of highly ………..professionals entered the American labour market between 1990 and 2000.

Skilled

15-The ministry of education launched a ………… programme in order to encourage adults to be educated.

Literacy

16-In Morocco, there are many human rights ………..that combat violence against women.

Associations

17-Primary education in Morocco is ……….. ; parents must send their children to school.

Compulsory

18-Gifted youths are highly ………….as they show great willingness to learn new things and examine unusual ideas.

Motivated

19-Negative ……………are obstacles that hinder women's advancement in different domains.

Stereotypes

20-Gifted youths commonly learn basic …………….quickly, and with little practice.

Skills

21-More efforts should be made to encourage ………… to return to school.

Dropouts

22-Greenpeace is a …..organisation that works for environmental conservation and the preservation of endangered species.

Non-governmental

23-Gifted youths are………in their way of thinking. They select the things that are suitable and appropriate to them.

Eclectic