DOCSLIB.ORG

Language Institute Foreign Language Center 2019 Country in Perspective | Algeria

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Institute Foreign Language Center 2019 Country in Perspective | Algeria COUNTRY IN PERSPECTIVE ALGERIA DLIFLC DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER 2019 COUNTRY IN PERSPECTIVE | ALGERIA Geography Introduction ................................................................................................................... 5 Geographic Divisions ................................................................................................. 6 The Tell ..................................................................................................................6 The High Plateaus and the Saharan Atlas Mountains ...................................7 Northeastern Algeria ...........................................................................................7 Topographical Divisions.............................................................................................. 8 Sahara Desert ......................................................................................................8 Climate ........................................................................................................................... 9 Bodies of Water ...........................................................................................................10 Rivers ...................................................................................................................10 Major Cities ..................................................................................................................11 Algiers .................................................................................................................. 12 Oran ..................................................................................................................... 13 Blida .....................................................................................................................13 Constantine .........................................................................................................14 Annaba ................................................................................................................15 Environmental Concerns ...........................................................................................15 Natural Hazards ..........................................................................................................16 Endnotes for Chapter 1: Geography ........................................................................18 Assessment ................................................................................................................ 22 History Introduction ................................................................................................................. 23 Early History ............................................................................................................... 24 The Phoenicians ........................................................................................................ 25 The Roman Empire Era (148 BCE – 429 CE) ...................................................... 25 The Vandals (429–533) ............................................................................................ 26 Byzantine and Rome (533–700) ............................................................................. 26 Arab Conquests and the Spread of Islam (642–1500) ........................................ 26 The Amazigh Dynasties ........................................................................................... 27 Spanish Enclaves (1505–1800) ............................................................................... 27 Barbary Pirates and the Barbary Wars (1800–1816) .......................................... 28 French Colonialism (1830–1962) ............................................................................ 29 Rise of Nationalism ...........................................................................................30 The War of Independence (1954–1962) ........................................................ 31 Independence ............................................................................................................. 32 The Boumédienne Era (1965–1978) ...................................................................... 33 Chadli Bendjedid (1979–1992) ................................................................................ 33 2 COUNTRY IN PERSPECTIVE | ALGERIA Sliding Toward Crisis (1980s) .................................................................................. 34 The Algerian Civil War (1992–2002) ...................................................................... 35 Abdelaziz Bouteflika’s presidency (1999–2019) ................................................... 35 Endnotes for Chapter 2: History .............................................................................. 38 Assessment ................................................................................................................ 43 Economy Introduction ................................................................................................................. 44 Agriculture ................................................................................................................... 45 Industry ....................................................................................................................47 Energy ........................................................................................................................ 48 Natural Resources ..................................................................................................... 49 Trade ............................................................................................................................ 50 Tourism ........................................................................................................................ 52 Banking and Finance ............................................................................................... 52 Standard of Living ...................................................................................................... 54 Employment ................................................................................................................ 55 Outlook ........................................................................................................................ 55 Endnotes for Chapter 3: Economy .......................................................................... 56 Assessment .................................................................................................................61 Society Introduction ................................................................................................................. 62 Ethnic and Linguistic Groups ................................................................................... 63 Languages .................................................................................................................. 64 Religion ........................................................................................................................ 65 Cuisine ......................................................................................................................... 66 Traditional Dress ........................................................................................................ 67 Gender Issues ............................................................................................................ 68 Arts ............................................................................................................................... 70 Music....................................................................................................................70 Literature .............................................................................................................70 Film ...................................................................................................................... 71 Sports and Recreation .............................................................................................. 72 Endnotes for Chapter 4: Society ..............................................................................74 Assessment ................................................................................................................ 78 Security Introduction ................................................................................................................. 79 U.S.-Algerian Relations ............................................................................................ 80 Relations with Neighboring Countries ...................................................................81 3 COUNTRY IN PERSPECTIVE | ALGERIA Morocco ..............................................................................................................81 Mali .......................................................................................................................83 Mauritania ...........................................................................................................83 Niger ....................................................................................................................84 Libya.....................................................................................................................84 Tunisia ................................................................................................................85 Police .........................................................................................................................
Load more

Recommended publications
  • El Ignorante ■
    1 EL IGNORANTE ■ “Ignoro la verdad absoluta, pero soy humilde Ante mi ignorancia: En ella residen mi honor y mi recompensa.” (Khalil Gibran) 2 Domingo, 05 de junio 2011, Buenos Aires, Argentina. "El ocio hace que las horas sean largas y los años pasen rápido", así pensó Don Juan observando a su huésped que con un gran habano entre los dientes acariciaba a Ramiro, el perro mascota del barrio. Boris Krug, a pesar de las apariencias, se estaba preparando para una reunión crucial cuyo resultado podía afectar el destino de todo el planeta. Por este motivo se había alojado hace casi cuatro años en la pequeña habitación de Don Juan. A pesar de sus muchos recursos, ningún lugar le podía brindar la misma privacidad y seguridad suficiente para llevar a cabo su plan. Dentro de esas viejas paredes Boris escondió el objeto del deseo de todo el mundo, o más bien de la parte del mundo que sabía de su existencia. Lo escondió durante más de dos años, decidiendo finalmente de ponerlo a la venta en el comienzo de 2010. Los "clientes" más obstinados de Boris eran hombres poderosos, ricos y despiadados, que si hubieran sabido dónde vivía, sin duda habrían enviado comandos armados para matarlo y robarle su tesoro. Krug había logrado cubrir sus huellas al mundo escondiéndose en la multitud, yendo a vivir en los últimos cuatro años en una zona residencial de una metrópolis como Buenos Aires, cambiando muchas veces identidad y eliminando también el uso del teléfono celular y de su propia computadora. Para comunicarse con los potenciales compradores había asignado a cada uno de ellos una dirección diferente de correo electrónico adonde enviar una oferta y esperar la respuesta.
    [Show full text]
  • Human Rights of Women Wearing the Veil in Western Europe
    Human Rights of Women Wearing the Veil in Western Europe Research Paper I. Introduction The present paper analyses legislation, policies, and case-law surrounding religious attire in a number of countries in Western Europe and how they affect the human rights of women and girls who wear the veil in Western Europe. It also more broadly analyses discrimination and violence experienced by women wearing the veil in Europe learning from their own voice. Throughout the paper, the terminology ‘veil’ is used to refer to a variety of religious attire worn mostly, but not exclusively, by Muslim women. There are different types of clothing that cover the body. This research is focused on manifestations of veils that are the subject of regulation in several Western European Countries. They include the hijab (a piece of clothing that covers the head and neck, but not the face), niqab (a piece of clothing that covers the face, where only the eyes are visible), burqa (a piece of clothing that covers both the face and eyes), jilbab (a loose piece of clothing that covers the body from head to toe), or abaya, kaftan, kebaya (a loose, often black, full body cover overcoat). The head and body covers are often combined. In several countries, some of these clothing are based on traditional costumes rather than religion and are often worn by rural communities in the countries of origins. The paper also uses the terminology ‘full-face veil’ or ‘face-covering veil’ to refer to both niqab and burqa. Furthermore, it refers to burkini, a swimsuit that covers the body from head to ankles, completed by a dress.
    [Show full text]
  • A Comparative Analysis of the Headscarf in France, Turkey, and the United States Hera Hashmi
    University of Maryland Law Journal of Race, Religion, Gender and Class Volume 10 | Issue 2 Article 8 Too Much to Bare? A Comparative Analysis of the Headscarf in France, Turkey, and the United States Hera Hashmi Follow this and additional works at: http://digitalcommons.law.umaryland.edu/rrgc Part of the Comparative and Foreign Law Commons, and the Religion Commons Recommended Citation Hera Hashmi, Too Much to Bare? A Comparative Analysis of the Headscarf in France, Turkey, and the United States, 10 U. Md. L.J. Race Relig. Gender & Class 409 (2010). Available at: http://digitalcommons.law.umaryland.edu/rrgc/vol10/iss2/8 This Notes & Comments is brought to you for free and open access by DigitalCommons@UM Carey Law. It has been accepted for inclusion in University of Maryland Law Journal of Race, Religion, Gender and Class by an authorized administrator of DigitalCommons@UM Carey Law. For more information, please contact [email protected]. TOO MUCH TO BARE? A COMPARATIVE ANALYSIS OF THE HEADSCARF IN FRANCE, TURKEY, AND THE UNITED STATES BY HERA HASHMI* INTRODUCTION In July 2009, a man stabbed and killed a pregnant woman wearing a headscarf in a German courtroom during an appellate trial for his Islamophobic remarks against her.1 Her death led to outrage around the world, and she became known as the "martyr of the veil," a woman killed for her religious belief.2 Yet it was just a simple piece of cloth that evoked this violent reaction. Such Islamaphobic sentiments seem to be spreading throughout various parts of the world. In 2004, France banned headscarves and all conspicuous religious symbols from public classrooms.3 In 2005, the European Court of Human Rights (ECtHR)4 upheld Turkey's headscarf ban barring thousands of headscarf-wearing women from attending schools, universities, and entering government buildings in a country where a majority of the population is Muslim.
    [Show full text]
  • Fulfilling the Promise of Free Exercise for All: Muslim Prisoner Accomodations in State Prisons
    FREE EXERCISE REPORT JULY 2019 FULFILLING THE PROMISE OF FREE EXERCISE FOR ALL: Muslim Prisoner Accommodation in State Prisons 1 Table of Contents EXECUTIVE SUMMARY ..................................................................................................................... 4 I. METHODOLOGY: A Multi-Faceted Examination of Free Exercise Conditions in State Prisons ............................................................................................................................................. 7 A. State Religious Preference Data: 35-Jurisdiction Response ........................................................... 7 B. Database of 163 Recent Federal Cases Brought by Muslim Plaintiffs Alleging Free Exercise Violations ................................................................................................................................... 7 C. Religious Services Policies and Handbooks: 50-State Survey ........................................................ 8 II. BACKGROUND: Muslim Free Exercise History and Today’s Legal Regime ......................... 9 A. Early America and the Preservation of African Muslim Practices Under Conditions of Slavery ........................................................................................................................................ 9 B. Muslim Prisoners Spearhead Prison Conditions Litigation in the 1960s and 1970s .................... 10 C. Courts Reduce Prisoners’ Free Exercise Protection in the 80s and Early 90s .............................. 12 D. Congress
    [Show full text]
  • Occupied East Jerusalem
    Occupied East Jerusalem Submission to the United Nations Human Rights Council Independent International Commission of Inquiry Investigating all Violations of International Humanitarian Law and International Human Rights Law in the Occupied Palestinian Territory since 13 June 2014 Civic Coalition for Palestinian Rights in Jerusalem [email protected] 1/31/2015 Occupied East Jerusalem Submission to the United Nations Human Rights Council Independent International Commission of Inquiry Investigating all Violations of International Humanitarian Law and International Human Rights Law in the Occupied Palestinian Territory since 13 June 2014 Civic Coalition for Palestinian Rights in Jerusalem [email protected] Contact person: Zakaria Odeh, executive director Co-Authors, Editors and Contributors: Hady Matar, Assistant Program Director at Palestine Works Ingrid Jaradat Gassner, Civic Coalition for Palestinian Rights in Jerusalem Justin Schwegel, Alice McBurney, Anji Manivannan, Emma Herman, Asma Peracha, Anan AbuSchanab, Samar Khan, Sara Ihmoud The Civic Coalition for Palestinian Rights in Jerusalem (CCPRJ) is an East Jerusalem-based union of Palestinian NGOs cooperating to protect and promote the human rights of Palestinians in occupied East Jerusalem, including the right to self-determination. i TABLE OF CONTENTS I. Introduction ....................................................................................................................... 1 II. International Law Framework Governing East Jerusalem ...............................
    [Show full text]
  • ACLU Defense of Religious Practice and Expression
    ACLU Defense of Religious Practice and Expression The ACLU vigorously defends the rights of all Americans to practice their religion. But because the ACLU is often better known for its work preventing the government from promoting and funding selected religious activities, it is sometimes wrongly assumed that the ACLU does not zealously defend the rights of all religious believers to practice their faith. The actions described below – over half of which were brought on behalf of self- identified Christians, with the remaining cases defending the rights of a wide range of minority faiths – reveal just how mistaken such assumptions are. (The list below includes only recent examples.) * * * * The ACLU and ACLU of Michigan (2018) secured an accommodation for an Air Force JAG officer to wear hijab. https://www.aclu.org/blog/religious-liberty/free-exercise-religion/aclu-client-makes- history-first-air-force-jag-corps The ACLU of West Virginia (2018) ensured that the city of Wheeling continued to allow a Catholic woman to offer her home for hospitality and fellowship to those in need. https://www.ncronline.org/news/people/catholic-worker-house-allowed-stay-open The ACLU and ACLU of Delaware (2017) reversed a school’s decision to suspend a Muslim high school student who wears a kufi. The school agreed to allow the student to wear his kufi in school, amend district policy, and provide training on students’ religious freedom rights. https://aclu-de.org/news/aclu-de-protects-students-rights-to-religious- freedom/2018/01/09/ The ACLU and ACLU of Minnesota (2017) joined a friend-of-the-court brief supporting a Seventh-day Adventist whose employer revoked her job offer after she asked for a religious accommodation.
    [Show full text]
  • Comprendre Le Monde Musulman 3 Petite Histoire Sociale Du Voile
    Comprendre le monde musulman 3 Petite histoire sociale du voile Gilbert Clavel, 07 décembre 2017 Introduction Phénomène du vêtement islamique dont voile qui a fait débat : irruption d’un fait « étranger » aux normes communes. Question de vocabulaire : voile ? Foulard ? ou coiffe, couvre-chef. Prendre du recul : une histoire de ce bout de tissu qui couvre les cheveux, peut prendre différentes formes, est un élément vestimentaire parmi d’autres, variable selon les lieux et époques. (photos coiffes à travers âges) Ce recul permettra de se rendre compte de la diversité et complexité des significations que le port ou non port d’un fichu peut recouvrir. I. Remarques préalables : le paradoxe du vêtement en général, du voile en particulier A de multiples significations. A. Le vêtement en général a des fonctions paradoxales (le paradoxe…) : à la fois une fonction de distinction et une fonction de socialisation (normalisation) Une fonction de distinction (être autre) Une distinction des sexes : homme-femme (le vêtement comme le couvre- chef des hommes diffèrent de celui des femmes) Une distinction sociale. Ex.des castes hindoues (vêtement de soie) Une distinction culturelle ou religieuse Une distinction professionnelle : cadres costard-cravate et ouvriers en bleus de travail. Des tenues professionnelles obligatoires : cuisine… Une distinction générationnelle : le vêtement jeune Une distinction politique de contestation d’un ordre social : skinheads Une fonction de socialisation, de normalisation, voire d’uniformisation (être le même) Il manifeste l’appartenance à un groupe social (groupe jeune, classe sociale ou caste, etc.) 1 Il participe à une construction identitaire : que ce soit d’ordre social, générationnel, culturel, religieux (notamment dans les mouvements fondamentalistes : kippa, qamish, barbe, foulard, turban sikh… Le vêtement est producteur de normes sociales qui s’imposent aux individus inconsciemment : être habillé comme les autres, au moins ceux de mon groupe.
    [Show full text]
  • Qatar Fosters Vision of ME That Supports People Over Tyrants
    FRIDAY JUNE 14, 2019 SHAWWAL 11, 1440 VOL.12 NO. 4660 QR 2 FINE Fajr: 3:14 am Dhuhr: 11:34 am HIGH : 46°C Asr: 2:57pm Maghrib: 6:26 pm LOW : 35°C Isha: 7:56 pm MAIN BRANCH LULU HYPER SANAYYA ALKHOR Business 8 Sports 11 Doha D-Ring Road Street-17 M & J Building MATAR QADEEM MANSOURA ABU HAMOUR BIN OMRAN QC leads charge in boosting Copa America a chance Near Ahli Bank Al Meera Petrol Station Al Meera Qatar-Peru economic ties for Brazil to make good alzamanexchange www.alzamanexchange.com 44441448 Make the most of your trip Ooredoo Terms and conditions apply with 2x data with Qatarna data summer! AFP Qatar fosters vision of ME that supports people over tyrants Tanker attacks Doha calls for policies that supports the needs of the people Amir to chair Qatar’s TRIBUNE NEWS NETWORK civil war and waged a campaign DOHA against the internationally rec- delegation at CICA ognised government in Libya,” summit in Dushanbe in Gulf of Oman QATAR has fostered a vision of he added. the Middle East (ME) that sup- They also wage a digital THE Amir HH Sheikh Tamim bin ports people over tyrants, a top war. Online they spread mis- Hamad al Thani will chair Qatar’s Qatari official has said. information, unsubstantiated delegation to the fifth summit of stoke ‘war fears’ “What our region needs claims and inflammatory rhet- the Conference on Interaction and now are leaders that remain oric about those that oppose Confidence-Building Measures in Asia steadfast in the pursuit of a vi- them, he added.
    [Show full text]
  • DS Ang TERRICHE Abdallaha
    People’s Democratic Republic of Algeria Ministry of Higher Education and Scentific Research Djillali Liabes University of Sidi Bel Abbes Faculty of Letters, Languages and Arts Department of English Language Planning and Endangered Minority Languages Schools as Agents for Language Revival in Algeria and Australia Thesis Submitted to the Department of English in Candidacy for the Degree of Doctorate in Language Planning and Education Submitted by: Supervised by: Mr. Terriche Abdallah Amin Prof. Melouk Mohamed Board of Examiners Prof. Bedjaoui Fewzia President Sidi Bel Abbes University Prof. Melouk Mohamed Supervisor Sidi Bel Abbes University Prof. Ouerrad Belabbas Examiner Sidi Bel Abbes University Dr. Bensafa Abdelakader Examiner Tlemcen University Dr. Baraka Abdellah Examiner Mascara University Dr. Gambaza Hichem Examiner Saida University 2019-2020 Dedication To all my teachers and teacher educators I Acknowledgements The accomplishment of the present study is due to the assistance of several individuals. I would like to take this opportunity to express immense gratitude to all of them. In particular, I am profoundly indebted to my supervisor, Prof. Melouk Mohamed, who has been very generous with his time, knowledge and assisted me in each step to complete the dissertation. I also owe a debt of gratitude to all members of the jury for their extensive advice and general support: Prof. Bedjaoui Fewzia as president, Prof. Ouerrad Belabbas, Dr. Bensafa Abdelakaer, Dr. Baraka Abdellah, and Dr. Gambaza Hichem as examiners. I gratefully acknowledge the very generous support of Mr Zaitouni Ali, Mr Hamza Mohamed, Dr Robert Amery, and Mr Greg Wilson who were instrumental in producing this work, in particular data collection.
    [Show full text]
  • Unveiling the Veil: Debunking the Stereotypes of Muslim Women Jennifer Sands Rollins College, [email protected]
    Rollins College Rollins Scholarship Online Master of Liberal Studies Theses Summer 2014 Unveiling the Veil: Debunking the Stereotypes of Muslim Women Jennifer Sands Rollins College, [email protected] Follow this and additional works at: https://scholarship.rollins.edu/mls Part of the Women's Studies Commons Recommended Citation Sands, Jennifer, "Unveiling the Veil: Debunking the Stereotypes of Muslim Women" (2014). Master of Liberal Studies Theses. 60. https://scholarship.rollins.edu/mls/60 This Open Access is brought to you for free and open access by Rollins Scholarship Online. It has been accepted for inclusion in Master of Liberal Studies Theses by an authorized administrator of Rollins Scholarship Online. For more information, please contact [email protected]. Unveiling the Veil: Debunking the Stereotypes of Muslim Women A Project Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Liberal Studies by Jennifer C. Sands August, 2014 Mentor: Dr. Rachel Newcomb Reader: Dr. Kathryn Norsworthy Rollins College Hamilton Holt School Masters of Liberal Studies Program Winter Park, Florida 2 Table of Contents Acknowledgements 3 Chapter I: Introduction 5 Chapter II: Origins of the Veil 12 Chapter III: Religious Justifications 24 Chapter IV: Misconceptions of Muslim Women 34 Chapter V: Muslim Women of Central Florida 49 Works Referenced 64 3 Acknowledgements It is difficult to express in words the sincere gratitude I feel for all who have helped guide me on my journey through the Masters of Liberal Studies at Rollins College. I have nothing but the highest regard for all who have contributed to my success. First and foremost, I must say an enormous thank you to my amazing thesis advisors.
    [Show full text]
  • To Veil Or Not to Veil: Voices of Malaysian Muslim Women
    Intercultural Communication Studies XXII: 2 (2013) Sandra HOCHEL To Veil or Not to Veil: Voices of Malaysian Muslim Women Sandra HOCHEL University of South Carolina Aiken, USA Abstract: Few cultural artifacts exemplify the power of nonverbal communication more than the veil worn by some Muslim women. Rarely has a piece of clothing held such disparate and controversial meanings around the globe. This ethnographic study explores the meanings that some veiled, unveiled, and sometimes-veiled Muslim women in one state in Malaysia assign to this head covering by examining the reasons for their veiling decisions. Results illustrate that meanings are complex and individually assigned and that one cannot gauge religious beliefs or devotion solely on dress. The findings also demonstrate the power of this nonverbal artifact to influence self-image and behavior. Many of the results of this study are congruent with previous research on the meanings of the veil to Muslim women in other parts of the globe, but some are incongruent, emphasizing that meanings are both culturally and contextually dependent. Keywords: Veil, Nonverbal Communication, Malaysian Muslim Women, Religious Clothing, Tudung 1. Introduction Over the last few decades, a piece of fabric has become a powerful and divisive symbol worldwide. The veil as worn by some Muslim women has assumed iconic proportions around the globe. To some it symbolizes piety; to others, oppression. To some it is a rejection of Western morality; to others, a rejection of modernity. To some, it is a religious statement supporting Islam as a way of living; to others, a political statement supporting violent Islamists.
    [Show full text]
  • Additional Information on the Veil
    What is the ‘Hijab’? Hijab is referred to by various names, including ‘veil’ or ‘headscarf’. There are various styles of hijab that are also referred to by different names (such as niqab, chador, etc.). In many cases, the wearing of a headscarf is often accompanied by the wearing of loose- fitting, non-revealing clothing, also referred to as hijab. While hijab is commonly associated with women, Muslim men also sometimes wear a head covering as a means of showing modesty. Additionally, Christian and Jewish women in some traditions wear a headscarf as a cultural practice or commitment to modesty or piety, though it is not called ‘hijab’ in these traditions. Photo: Cyclones, Todd Drake: Esse Quam Videri Muslim Self Portraits Why do Women wear Hijab? Muslim women choose to wear the hijab or other coverings for a variety of reasons. Some women wear the hijab because they believe that God has instructed women to wear it as a sign of modesty. For these women, wearing hijab is a personal choice that is made after puberty and is intended to reflect their personal devotion to God. While some Muslim women do not perceive the hijab to be obligatory to their faith, other Muslim women wear the hijab as a means of visibly expressing their Muslim identity. In the United States, especially since 9/11, the hijab is perceived to be synonymous with Islam. Some Muslim women choose to wear the hijab to declare their Islamic identity and provide witness of their faith. While most Muslim women wear the hijab for religious reasons, there are other Arab or Muslim women who choose to wear the hijab as an expression of their cultural identity.
    [Show full text]