This document summarizes trends in war journalism since the end of the Cold War. It discusses how the Gulf War commercialized 24/7 news coverage and how the Kosovo War and War on Terror brought new challenges. New media like the internet and new types of asymmetric warfare have impacted war coverage. Journalists now face greater propaganda pressures and challenges balancing military and civilian perspectives in their reporting.
This document provides an overview of core issues and concepts relating to media influence on conflict and war. It discusses key texts on topics like the role of television in society, media coverage of the Gulf War, and the impact of 9/11 on journalism. Major concepts covered include media events, framing of conflicts, and debates around the "CNN effect" and whether media coverage influences policy decisions. Livingston's model of different types of military intervention and potential media effects is also summarized.
Reporting war and the media of the Middle EastRob Jewitt
1) Al-Jazeera, launched in 1996, is a major news network in the Middle East with an estimated audience of 35-50 million viewers. It provides an alternative to Western media perspectives and is popular for its on-the-ground war coverage.
2) However, Al-Jazeera is also controversial and has been accused of bias or acting as a propaganda tool. Critics argue it sensationalizes coverage and is too sympathetic to Islamist views, while supporters see it as fulfilling the journalistic role of bearing witness.
3) The document discusses different theories around news media and their relationship to politics, propaganda, and public opinion-forming during conflicts like the Iraq War. It also notes the rise
This document provides an overview of war journalism and conflict reporting. It discusses the role of war correspondents in covering conflicts first-hand from dangerous zones. It also covers the history of war journalism from the 1800s onwards and how technologies like film and television changed coverage. Embedded journalism and peace journalism are defined. The importance of disaster journalism, particularly in Nepal, is outlined. Building resilience for journalists covering conflicts and disasters is also addressed.
The Power of the Pen: How Journalism Manipulates Language to Mold Public Perc...Jennifer N Wiley
This document analyzes how journalism has manipulated language to shape public perception of war victims in Vietnam and Iraq. It discusses how during Vietnam, the media often portrayed the Vietnamese as victims of U.S. military action through their use of language and images, contributing to negative views of the war and veterans. In contrast, coverage of the Iraq war typically depicts U.S. veterans and their families as victims. The document examines several news articles in detail to show how journalists attributed or denied agency to different groups to frame them as victims or aggressors.
Europe in times of war and the desire for peaceRomm332
The document summarizes key events in Europe from 1900-1945 related to war and peace. It discusses the unprecedented death and destruction caused by World Wars I and II, with civilians becoming the primary victims. Propaganda played a large role during WWI to justify the war and build nationalism. Pacifism emerged in response to the carnage, advocating for non-violence and collective security through organizations like the League of Nations. However, appeasement failed to prevent German and Italian aggression in the lead up to WWII.
Air Power, Ethics and Civilian Immunity during the Great War and its Aftermat...Professor Joel Hayward
Little has been published on the ethical and legal basis of air attacks on non-combatants during the First World War. Existing works have focused mainly on the injustice of the German Zeppelin and Gotha raids on British towns. They present British air campaigns on German towns and the formation of the Royal Air Force as a reasoned self-defensive response. This article breaks new ground as it attempts to paint a richer picture by explaining the influence of retributive passions – vengeance – on British thinking about how best to respond to the villainy of German air raids. By using unpublished primary sources to uncover the moral and legal rationale used by British decision-makers, it shows that they (as their German counterparts had) exploited ambiguities or "loopholes" in the ethical and legal prohibitions on the bombardment of non-combatants and explained away their own air attacks on civilian towns and villages as legitimate acts of reprisal. It ends by demonstrating that, far from feeling grave concerns about the inhumanity of targeting civilians and their environs, the most influential air power thinkers after the war were relatively uninterested in moral concepts of proportionality and discrimination. They saw air power's ability to punish the strong and culpable by attacking the weak and vulnerable as a way of making wars shorter and therefore less expensive.
The document discusses the role of media framing and propaganda in shaping public perceptions of war, using the 2003 Iraq War and Al-Jazeera as case studies. It explores how the US military embedded journalists to control the narrative and open their operations to reduce perceptions of spin. In contrast, Al-Jazeera's independent reporting from Iraq provided alternative perspectives that countered the Western narrative and gave voice to Iraqi civilians. The document questions whether global news can be fit for purpose or if alternatives like Al-Jazeera are needed to balance hegemonic media versions of reality.
The document discusses the role of public relations and framing in wartime, with a focus on the Iraq War in 2003. It examines how the US military shaped public perception of the war by embedding journalists and controlling the narrative. It also looks at the role of Al-Jazeera in providing an alternative perspective by reporting directly from the ground in Iraq. The challenges of separating fact from propaganda are explored.
This document provides an overview of core issues and concepts relating to media influence on conflict and war. It discusses key texts on topics like the role of television in society, media coverage of the Gulf War, and the impact of 9/11 on journalism. Major concepts covered include media events, framing of conflicts, and debates around the "CNN effect" and whether media coverage influences policy decisions. Livingston's model of different types of military intervention and potential media effects is also summarized.
Reporting war and the media of the Middle EastRob Jewitt
1) Al-Jazeera, launched in 1996, is a major news network in the Middle East with an estimated audience of 35-50 million viewers. It provides an alternative to Western media perspectives and is popular for its on-the-ground war coverage.
2) However, Al-Jazeera is also controversial and has been accused of bias or acting as a propaganda tool. Critics argue it sensationalizes coverage and is too sympathetic to Islamist views, while supporters see it as fulfilling the journalistic role of bearing witness.
3) The document discusses different theories around news media and their relationship to politics, propaganda, and public opinion-forming during conflicts like the Iraq War. It also notes the rise
This document provides an overview of war journalism and conflict reporting. It discusses the role of war correspondents in covering conflicts first-hand from dangerous zones. It also covers the history of war journalism from the 1800s onwards and how technologies like film and television changed coverage. Embedded journalism and peace journalism are defined. The importance of disaster journalism, particularly in Nepal, is outlined. Building resilience for journalists covering conflicts and disasters is also addressed.
The Power of the Pen: How Journalism Manipulates Language to Mold Public Perc...Jennifer N Wiley
This document analyzes how journalism has manipulated language to shape public perception of war victims in Vietnam and Iraq. It discusses how during Vietnam, the media often portrayed the Vietnamese as victims of U.S. military action through their use of language and images, contributing to negative views of the war and veterans. In contrast, coverage of the Iraq war typically depicts U.S. veterans and their families as victims. The document examines several news articles in detail to show how journalists attributed or denied agency to different groups to frame them as victims or aggressors.
Europe in times of war and the desire for peaceRomm332
The document summarizes key events in Europe from 1900-1945 related to war and peace. It discusses the unprecedented death and destruction caused by World Wars I and II, with civilians becoming the primary victims. Propaganda played a large role during WWI to justify the war and build nationalism. Pacifism emerged in response to the carnage, advocating for non-violence and collective security through organizations like the League of Nations. However, appeasement failed to prevent German and Italian aggression in the lead up to WWII.
Air Power, Ethics and Civilian Immunity during the Great War and its Aftermat...Professor Joel Hayward
Little has been published on the ethical and legal basis of air attacks on non-combatants during the First World War. Existing works have focused mainly on the injustice of the German Zeppelin and Gotha raids on British towns. They present British air campaigns on German towns and the formation of the Royal Air Force as a reasoned self-defensive response. This article breaks new ground as it attempts to paint a richer picture by explaining the influence of retributive passions – vengeance – on British thinking about how best to respond to the villainy of German air raids. By using unpublished primary sources to uncover the moral and legal rationale used by British decision-makers, it shows that they (as their German counterparts had) exploited ambiguities or "loopholes" in the ethical and legal prohibitions on the bombardment of non-combatants and explained away their own air attacks on civilian towns and villages as legitimate acts of reprisal. It ends by demonstrating that, far from feeling grave concerns about the inhumanity of targeting civilians and their environs, the most influential air power thinkers after the war were relatively uninterested in moral concepts of proportionality and discrimination. They saw air power's ability to punish the strong and culpable by attacking the weak and vulnerable as a way of making wars shorter and therefore less expensive.
The document discusses the role of media framing and propaganda in shaping public perceptions of war, using the 2003 Iraq War and Al-Jazeera as case studies. It explores how the US military embedded journalists to control the narrative and open their operations to reduce perceptions of spin. In contrast, Al-Jazeera's independent reporting from Iraq provided alternative perspectives that countered the Western narrative and gave voice to Iraqi civilians. The document questions whether global news can be fit for purpose or if alternatives like Al-Jazeera are needed to balance hegemonic media versions of reality.
The document discusses the role of public relations and framing in wartime, with a focus on the Iraq War in 2003. It examines how the US military shaped public perception of the war by embedding journalists and controlling the narrative. It also looks at the role of Al-Jazeera in providing an alternative perspective by reporting directly from the ground in Iraq. The challenges of separating fact from propaganda are explored.
PaperHive Conversations_ Greg McLaughlin - PaperHive MagazineManuel Sierra Alonso
Greg McLaughlin is a sociologist and writer who has authored several books on media coverage of significant events. This interview discusses two key changes in war media coverage between editions of his book The War Correspondent: the rise of embedded journalists which allows military control over reporting, and the impact of social media which provides immediate information but also propaganda risks. McLaughlin believes citizens must seek alternative sources of information to get a more complete picture beyond the official narratives presented by corporate media sources.
The document is a report on war and terrorism submitted by students of mechanical engineering. It begins with an introduction to the topics of war and terrorism, including definitions, history and types. It then discusses some major wars in world history, the effects of war, and ongoing conflicts. It also covers the topics of terrorism, wars and terrorist attacks in India, Naxalism in India, and concludes with a bibliography.
Information war relies on small numbers of professional soldiers and technology rather than mass mobilization. It allows for quick, flexible wars like the Gulf War and Iraq War that lasted only a few weeks with few Western casualties. Those waging information wars devote significant efforts to perception management through media, which is more complicated than in industrial wars due to globalization and the ability of media to influence views worldwide.
The writer sets out to study excerpted samples of the war speeches made across the world between the World War eras and the present with a view to finding out the linguistic choices favoured by war leaders over time to drum up support for wars. It is argued here that there may be something unique in the linguistic choices made in war speeches which convince people to support the prosecution of wars despite the wanton destruction that follows them. Framed on a descriptive research design, with stylistics as the theoretical framework, the study examines the excerpts chosen by deliberate sampling so as to identify and analyze the features they share. The analysis reveals that the speeches share many linguistic features in common, all of which may be responsible for the control of the minds and actions of the people.
Militarism in the early 20th century led to World War 1 through an arms race between European powers, the growth of nationalist sentiments, and a complex network of alliances that turned a regional conflict into a global war. When Archduke Franz Ferdinand was assassinated, the alliances pulled countries into battle and tensions escalated until the outbreak of World War 1 in July 1914. Over 16 million people lost their lives in the war, leaving deep political, economic, and social impacts felt worldwide for decades.
How Media Shape People’s Perceptions of World EventsBright Mhango
Media content influences audiences – the effects manifest in opinions, attitudes, knowledge and world view. This paper will try to explain how media shape the audiences’ perceptions of world events.
This document discusses key questions about war and security, including the causes and justifications of war. It examines the security dilemma concept that states' efforts to increase their own security can paradoxically make others feel less secure and more likely to prepare for conflict. The document also explores different levels of analysis for explaining war, including characteristics of individual leaders, domestic politics and societal factors, and the structure of the international system. It outlines historical trends in warfare and different types of wars. Approaches for managing international security from both liberal and realist perspectives are also summarized.
And Then There Was One Cultural Representations Of The Last British Veteran ...Sara Alvarez
This document discusses the cultural representations of Harry Patch, celebrated as the last British veteran of World War I to have fought on the Western Front. It analyzes how Patch emerged as a public figure in the media as interest grew around identifying the dwindling number of veterans before they passed away. The authors examine how the popular press positioned Patch as a representative not only of the generation that fought in WWI, but as a way for the public to understand the meaning and legacy of the war as living memory of it faded.
The document discusses how the atomic bombings of Hiroshima and Nagasaki marked a turning point where total war was no longer tolerated by Western societies due to the immense destructive power of nuclear weapons. This led to the emergence of narrative warfare, where public opinion and media coverage can influence the outcome of conflicts more than military force. Guerrilla groups recognized they did not need to match an enemy's military strength and instead used propaganda and media to undermine public support for wars. The proliferation of nuclear weapons, rise of the UN and human rights, end of colonialism, and growth of global populations have all contributed to narratives becoming more important in warfare.
For this assignment, review the articleAbomhara, M., & Koie.docxsleeperharwell
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
For this assignment, provide your perspective about Privacy versus N.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word documen
.
For this assignment, provide your perspective about Privacy vers.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word document.
.
For this Assignment, read the case study for Claudia and find two to.docxsleeperharwell
For this Assignment, read the case study for Claudia and find two to three scholarly articles on social issues surrounding immigrant families.
In a 2- to 4-page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
Describe culturally competent strategies you might use to assess the needs of children.
Describe the types of data you would collect from Claudia and her family in order to best serve them.
Identify other resources that may offer you further information about Claudia’s case.
Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
.
For this assignment, please start by doing research regarding the se.docxsleeperharwell
For this assignment, please start by doing research regarding the severity of prejudicial aggression/violence from the past. After you do this, research the severity of prejudicial aggression/violence that has gone on in the past decade. Target the same specific groups that have been the aggressor and victim in both your historical group and your present-day group. For instance, if you choose "black vs. white" in the 1950s, you must use the same group for your present-day group. Once you do this, discuss various ways that it is the same, as well as why it is different between the time periods. What influences have changed? Why is it better now, or worse now than in the past? Please discuss how the advancements in media (news, entertainment, and social media) have had on this issue, along with whatever you come up with outside of media influence. Make sure you back your information up with citations from your sources.
.
For this assignment, please discuss the following questionsWh.docxsleeperharwell
For this assignment, please discuss the following questions?
What was the name of the first computer network?
Who created this network
When did this network got established?
Explain one of the major disadvantages of this network at its initial stage
What is TCP?
Who created TCP?
What is IP?
When did it got implemented
How did the implementation of TCP/IP revolutionize communication technology?
Requirements:
You must write a minimum of two paragraphs, with two different citations, and every paragraph should have at least four complete sentences for each question. Every question should have a subtitle (Bold and Centered). You must also respond to at least two of your classmates’ posts with at least 100 words each before the due date. You need to use the discussion board header provided in the getting started folder. Please proofread your work before posting your assignment.
.
For this assignment, locate a news article about an organization.docxsleeperharwell
For this assignment, locate a news article about an organization who experienced an ethical issue related to communication. In 1,200 to 1,550 words, complete the following:
Discuss the circumstances of the incident, the organization’s decision making process, and the public and media reaction to the organization’s decision.
Presume you have been hired by that organization to help strengthen their communication efforts. Outline at least
four strategies
you would recommend the organization follow in the future to enhance the ethics of their communication.
.
For this assignment, it requires you Identifies the historic conte.docxsleeperharwell
For this assignment, it requires you Identifies the historic context of ideas and cultural traditions outside the U.S., and how they have influenced American culture.
Topic for this paper:
The history of ramen (technically started in China, moved and developed in Japan) now a pop culture cuisine in the U.S.
The paper should be in APA format and two full pages with double-spaced. Also, since you are researching and writing about new information, be sure cite your source (website name, address, date you visited it) at the end of the two pages, so I know where you got your information.
.
For this assignment, create a framework from which an international .docxsleeperharwell
For this assignment, create a framework from which an international human resource management function can address cultural challenges. Within your framework, devise a model that includes due diligence steps, merger steps, and post-merger steps that specifically address cultural acclimation and environmental acclimation, as well as bringing two workforces together.
Supported by a minimum of two academic sources.
.
For this assignment, create a 15-20 slide digital presentation in tw.docxsleeperharwell
For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.
Part 1
In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.
This part of the presentation should include:
A description of the characteristics of LTELs, RAELs, and SIFEs
An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs
A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs
A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs
Part 2
In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.
This part of the presentation should include:
Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.
Examples of strategies that support culturally inclusive practices.
A brief description of how home and school partnerships facilitate learning.
At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.
Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.
.
For this assignment, you are to complete aclinical case - narrat.docxsleeperharwell
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment with a.
For this assignment, you are to complete aclinical case - narr.docxsleeperharwell
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment wit.
For this assignment, you are provided with four video case studies (.docxsleeperharwell
For this assignment, you are provided with four video case studies (linked in the Resources). Review the cases of Julio and Kimi, and choose either Reese or Daneer for the third case. Review these two videos: •The Case of Julio: Julio is a 36-year-old single gay male. He is of Cuban descent. He was born and raised in Florida by his parents with his two sisters. He attended community college but did not follow through with his plan to obtain a four-year degree, because his poor test taking skills created barriers. He currently works for a sales promotion company, where he is tasked with creating ads for local businesses. He enjoys the more social aspects of his job, but tracking the details is challenging and has caused him to lose jobs in the past. He has been dating his partner, Justin, for five years. Justin feels it is time for them to commit and build a future. Justin is frustrated that Julio refuses to plan the wedding and tends to blame Julio’s family. While Julio’s parents hold some traditional religious values, they would welcome Justin into the family but are respectfully waiting for Julio to make his plans known. Justin is as overwhelmed by the details at home as he is at work. •The Case of Kimi: Kimi is a 48-year-old female currently separated from her husband, Robert, of 16 years. They have no children, which was consistent with Kimi’s desire to focus on her career as a sales manager. She told Robert a pregnancy would wreck her efforts to maintain her body. His desire to have a family was a goal he decided he needed to pursue with someone else. He left Kimi six months ago for a much younger woman and filed for divorce. Kimi began having issues with food during high school when she was on the dance team and felt self-conscious wearing the form-fitting uniform. During college, she sought treatment because her roommate became alarmed by her issues around eating. She never told her parents about this and felt it was behind her. Her parents are Danish and value privacy. They always expected Kimi to be independent. Her lack of communication about her private life did not concern them. They are troubled by Robert’s behavior and consider his conspicuous infidelity as a poor reflection upon their family. Kimi has moved in with her parents while she and Robert are selling the house, which has upended the balance in their relationship. For a third case, choose one of these videos: •The Case of Reese: -Reese is a 44-year-old married African American female. Her parents live in another state, and she is their only child. Her father is a retired Marine Lieutenant Colonel who was stationed both in the United States and overseas while Reese was growing up. She entered the Air Force as soon as she graduated high school at age 17 and has achieved the rank of Chief Master Sergeant. She has been married 15 years to John, and they recently discovered she is pregnant. The unexpected pregnancy has been quite disorienting for someone who has planned.
More Related Content
Similar to 95Nordicom Review 30 (2009) 1, pp. 95-112New War Journ.docx
PaperHive Conversations_ Greg McLaughlin - PaperHive MagazineManuel Sierra Alonso
Greg McLaughlin is a sociologist and writer who has authored several books on media coverage of significant events. This interview discusses two key changes in war media coverage between editions of his book The War Correspondent: the rise of embedded journalists which allows military control over reporting, and the impact of social media which provides immediate information but also propaganda risks. McLaughlin believes citizens must seek alternative sources of information to get a more complete picture beyond the official narratives presented by corporate media sources.
The document is a report on war and terrorism submitted by students of mechanical engineering. It begins with an introduction to the topics of war and terrorism, including definitions, history and types. It then discusses some major wars in world history, the effects of war, and ongoing conflicts. It also covers the topics of terrorism, wars and terrorist attacks in India, Naxalism in India, and concludes with a bibliography.
Information war relies on small numbers of professional soldiers and technology rather than mass mobilization. It allows for quick, flexible wars like the Gulf War and Iraq War that lasted only a few weeks with few Western casualties. Those waging information wars devote significant efforts to perception management through media, which is more complicated than in industrial wars due to globalization and the ability of media to influence views worldwide.
The writer sets out to study excerpted samples of the war speeches made across the world between the World War eras and the present with a view to finding out the linguistic choices favoured by war leaders over time to drum up support for wars. It is argued here that there may be something unique in the linguistic choices made in war speeches which convince people to support the prosecution of wars despite the wanton destruction that follows them. Framed on a descriptive research design, with stylistics as the theoretical framework, the study examines the excerpts chosen by deliberate sampling so as to identify and analyze the features they share. The analysis reveals that the speeches share many linguistic features in common, all of which may be responsible for the control of the minds and actions of the people.
Militarism in the early 20th century led to World War 1 through an arms race between European powers, the growth of nationalist sentiments, and a complex network of alliances that turned a regional conflict into a global war. When Archduke Franz Ferdinand was assassinated, the alliances pulled countries into battle and tensions escalated until the outbreak of World War 1 in July 1914. Over 16 million people lost their lives in the war, leaving deep political, economic, and social impacts felt worldwide for decades.
How Media Shape People’s Perceptions of World EventsBright Mhango
Media content influences audiences – the effects manifest in opinions, attitudes, knowledge and world view. This paper will try to explain how media shape the audiences’ perceptions of world events.
This document discusses key questions about war and security, including the causes and justifications of war. It examines the security dilemma concept that states' efforts to increase their own security can paradoxically make others feel less secure and more likely to prepare for conflict. The document also explores different levels of analysis for explaining war, including characteristics of individual leaders, domestic politics and societal factors, and the structure of the international system. It outlines historical trends in warfare and different types of wars. Approaches for managing international security from both liberal and realist perspectives are also summarized.
And Then There Was One Cultural Representations Of The Last British Veteran ...Sara Alvarez
This document discusses the cultural representations of Harry Patch, celebrated as the last British veteran of World War I to have fought on the Western Front. It analyzes how Patch emerged as a public figure in the media as interest grew around identifying the dwindling number of veterans before they passed away. The authors examine how the popular press positioned Patch as a representative not only of the generation that fought in WWI, but as a way for the public to understand the meaning and legacy of the war as living memory of it faded.
The document discusses how the atomic bombings of Hiroshima and Nagasaki marked a turning point where total war was no longer tolerated by Western societies due to the immense destructive power of nuclear weapons. This led to the emergence of narrative warfare, where public opinion and media coverage can influence the outcome of conflicts more than military force. Guerrilla groups recognized they did not need to match an enemy's military strength and instead used propaganda and media to undermine public support for wars. The proliferation of nuclear weapons, rise of the UN and human rights, end of colonialism, and growth of global populations have all contributed to narratives becoming more important in warfare.
Similar to 95Nordicom Review 30 (2009) 1, pp. 95-112New War Journ.docx (9)
For this assignment, review the articleAbomhara, M., & Koie.docxsleeperharwell
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
For this assignment, provide your perspective about Privacy versus N.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word documen
.
For this assignment, provide your perspective about Privacy vers.docxsleeperharwell
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word document.
.
For this Assignment, read the case study for Claudia and find two to.docxsleeperharwell
For this Assignment, read the case study for Claudia and find two to three scholarly articles on social issues surrounding immigrant families.
In a 2- to 4-page paper, explain how the literature informs you about Claudia and her family when assessing her situation.
Describe two social issues related to the course-specific case study for Claudia that inform a culturally competent social worker.
Describe culturally competent strategies you might use to assess the needs of children.
Describe the types of data you would collect from Claudia and her family in order to best serve them.
Identify other resources that may offer you further information about Claudia’s case.
Create an eco-map to represent Claudia’s situation. Describe how the ecological perspective of assessment influenced how the social worker interacted with Claudia.
Describe how the social worker in the case used a strengths perspective and multiple tools in her assessment of Claudia. Explain how those factors contributed to the therapeutic relationship with Claudia and her family.
.
For this assignment, please start by doing research regarding the se.docxsleeperharwell
For this assignment, please start by doing research regarding the severity of prejudicial aggression/violence from the past. After you do this, research the severity of prejudicial aggression/violence that has gone on in the past decade. Target the same specific groups that have been the aggressor and victim in both your historical group and your present-day group. For instance, if you choose "black vs. white" in the 1950s, you must use the same group for your present-day group. Once you do this, discuss various ways that it is the same, as well as why it is different between the time periods. What influences have changed? Why is it better now, or worse now than in the past? Please discuss how the advancements in media (news, entertainment, and social media) have had on this issue, along with whatever you come up with outside of media influence. Make sure you back your information up with citations from your sources.
.
For this assignment, please discuss the following questionsWh.docxsleeperharwell
For this assignment, please discuss the following questions?
What was the name of the first computer network?
Who created this network
When did this network got established?
Explain one of the major disadvantages of this network at its initial stage
What is TCP?
Who created TCP?
What is IP?
When did it got implemented
How did the implementation of TCP/IP revolutionize communication technology?
Requirements:
You must write a minimum of two paragraphs, with two different citations, and every paragraph should have at least four complete sentences for each question. Every question should have a subtitle (Bold and Centered). You must also respond to at least two of your classmates’ posts with at least 100 words each before the due date. You need to use the discussion board header provided in the getting started folder. Please proofread your work before posting your assignment.
.
For this assignment, locate a news article about an organization.docxsleeperharwell
For this assignment, locate a news article about an organization who experienced an ethical issue related to communication. In 1,200 to 1,550 words, complete the following:
Discuss the circumstances of the incident, the organization’s decision making process, and the public and media reaction to the organization’s decision.
Presume you have been hired by that organization to help strengthen their communication efforts. Outline at least
four strategies
you would recommend the organization follow in the future to enhance the ethics of their communication.
.
For this assignment, it requires you Identifies the historic conte.docxsleeperharwell
For this assignment, it requires you Identifies the historic context of ideas and cultural traditions outside the U.S., and how they have influenced American culture.
Topic for this paper:
The history of ramen (technically started in China, moved and developed in Japan) now a pop culture cuisine in the U.S.
The paper should be in APA format and two full pages with double-spaced. Also, since you are researching and writing about new information, be sure cite your source (website name, address, date you visited it) at the end of the two pages, so I know where you got your information.
.
For this assignment, create a framework from which an international .docxsleeperharwell
For this assignment, create a framework from which an international human resource management function can address cultural challenges. Within your framework, devise a model that includes due diligence steps, merger steps, and post-merger steps that specifically address cultural acclimation and environmental acclimation, as well as bringing two workforces together.
Supported by a minimum of two academic sources.
.
For this assignment, create a 15-20 slide digital presentation in tw.docxsleeperharwell
For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.
Part 1
In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.
This part of the presentation should include:
A description of the characteristics of LTELs, RAELs, and SIFEs
An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs
A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs
A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs
Part 2
In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.
This part of the presentation should include:
Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.
Examples of strategies that support culturally inclusive practices.
A brief description of how home and school partnerships facilitate learning.
At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.
Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.
.
For this assignment, you are to complete aclinical case - narrat.docxsleeperharwell
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment with a.
For this assignment, you are to complete aclinical case - narr.docxsleeperharwell
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment wit.
For this assignment, you are provided with four video case studies (.docxsleeperharwell
For this assignment, you are provided with four video case studies (linked in the Resources). Review the cases of Julio and Kimi, and choose either Reese or Daneer for the third case. Review these two videos: •The Case of Julio: Julio is a 36-year-old single gay male. He is of Cuban descent. He was born and raised in Florida by his parents with his two sisters. He attended community college but did not follow through with his plan to obtain a four-year degree, because his poor test taking skills created barriers. He currently works for a sales promotion company, where he is tasked with creating ads for local businesses. He enjoys the more social aspects of his job, but tracking the details is challenging and has caused him to lose jobs in the past. He has been dating his partner, Justin, for five years. Justin feels it is time for them to commit and build a future. Justin is frustrated that Julio refuses to plan the wedding and tends to blame Julio’s family. While Julio’s parents hold some traditional religious values, they would welcome Justin into the family but are respectfully waiting for Julio to make his plans known. Justin is as overwhelmed by the details at home as he is at work. •The Case of Kimi: Kimi is a 48-year-old female currently separated from her husband, Robert, of 16 years. They have no children, which was consistent with Kimi’s desire to focus on her career as a sales manager. She told Robert a pregnancy would wreck her efforts to maintain her body. His desire to have a family was a goal he decided he needed to pursue with someone else. He left Kimi six months ago for a much younger woman and filed for divorce. Kimi began having issues with food during high school when she was on the dance team and felt self-conscious wearing the form-fitting uniform. During college, she sought treatment because her roommate became alarmed by her issues around eating. She never told her parents about this and felt it was behind her. Her parents are Danish and value privacy. They always expected Kimi to be independent. Her lack of communication about her private life did not concern them. They are troubled by Robert’s behavior and consider his conspicuous infidelity as a poor reflection upon their family. Kimi has moved in with her parents while she and Robert are selling the house, which has upended the balance in their relationship. For a third case, choose one of these videos: •The Case of Reese: -Reese is a 44-year-old married African American female. Her parents live in another state, and she is their only child. Her father is a retired Marine Lieutenant Colonel who was stationed both in the United States and overseas while Reese was growing up. She entered the Air Force as soon as she graduated high school at age 17 and has achieved the rank of Chief Master Sergeant. She has been married 15 years to John, and they recently discovered she is pregnant. The unexpected pregnancy has been quite disorienting for someone who has planned.
For this assignment, you are going to tell a story, but not just.docxsleeperharwell
For this assignment, you are going to tell a story, but not just any story. It will be a First Nations story, and it will be your version of it.
Choose one of the two stories at the end of this unit, either "Why the Flint-Rock Cannot Fight Back"
You can write of yourself telling one of the stories.
In telling your story, here is what you will need to consider:
Clarity of speech
Intonation
Pacing and pauses
You will also have to work out how to make this telling of the story yours. You might want to read it aloud with point form notes for a prompt or to memorize it. Perhaps you want to rewrite it so that it sounds more like your words. Maybe you will change names and place-names to those you are familiar with. If you are making a video or performing this live, you should practice facial and hand gestures as well as stance and body language. The purpose of all of this is to bring your own meaning to the story.
HERE IS THE STORY
Why the Flint-Rock Cannot Fight Back
Sto-Way’-Na—Flint—was rich and powerful. His lodge was toward the sunrise. It was guarded by Squr-hein— Crane. He was the watcher. He watched from the top of a lone tree. When anybody approached, Crane would call out and warn Flint, and Flint would come out of his lodge and meet the visitor.
There was an open flat in front of the lodge. Flint met all his visitors there. Warriors and hunters came and bought flint for arrow-points and spear-heads. They paid Flint big prices for the privilege of chipping off the hard stone. Some who needed flint for their weapons were poor and could not buy. These poor persons Flint turned away.
Coyote heard about Flint and, as he wanted some arrow-points, he asked his squas-tenk’ to help him. Squas-tenk’ refused.
“Hurry, do what I ask, or I will throw you away and let the rain wash you— wash you cold,” said Coyote, and then the power gave him three rocks that were harder than the flint-rock. It also gave him a little dog that had only one ear. But this ear was sharp, like a knife; it was a knife- ear.
Then to his wife, Mole, Coyote said: “Go and make your underground trails in the flat where Sto-way’-na lives. When you have finished and see me talking with him, show yourself so we can see you.”
Then Coyote set out for Flint’s lodge. As he got near it, he had his power make a fog to cover the land, and thick fog spread over everything. Crane, the watcher, up in the lone tree, could not see Coyote. He did not know that Coyote was around.
Coyote climbed the tree and took Crane from his high perch and broke his neck. Crane had no time to cry out. Then Coyote went on to Flint’s lodge. He was almost there when Flint’s dog, Grizzly Bear, jumped out of the lodge and ran toward him.
Coyote was not scared, and he yelled at Flint: “Stop your grizzly bear dog! Stop him, or my dog will kill him.”
That amused Flint, who was looking through the doorway. He saw that Coyote’s one-eared dog was very small, hardly a mouthful for Grizzly Bear. Fli.
For this assignment, you are asked to prepare a Reflection Paper. Af.docxsleeperharwell
For this assignment, you are asked to prepare a Reflection Paper. After you finish the reading assignment, reflect on the concepts and write about it. What do you understand completely? What did not quite make sense? The purpose of this assignment is to provide you with the opportunity to reflect on the material you finished reading and to expand upon those thoughts
A Reflection Paper is an opportunity for you to express your thoughts about the material by writing about them.
The writing you submit must meet the following requirements:
be at least two pages;
include your thoughts about the main topics
APA Stlye
.
For this assignment, you are asked to prepare a Reflection Paper. .docxsleeperharwell
For this assignment, you are asked to prepare a Reflection Paper. After you finish the reading assignment, reflect on the concepts and write about it. What do you understand completely? What did not quite make sense? The purpose of this assignment is to provide you with the opportunity to reflect on the material you finished reading and to expand upon those thoughts. If you are unclear about a concept, either read it again, or ask your professor. Can you apply the concepts toward your career? How?
This is not a summary. A Reflection Paper is an opportunity for you to express your thoughts about the material by writing about them.
The writing you submit must meet the following requirements:
be at least two pages;
include your thoughts about the main topics; and
include financial performance, quality performance, and personnel performance.
Format the Reflection Paper in your own words using APA style, and include citations and references as needed to avoid instances of plagiarism.
The reading assignment that you are to reflect on is Chapter 11, in the text. My written lecture for this Unit is basically a reflection on Chapter 11. Find an interesting part or two of the chapter and tell me what you got out of it. It's not a hard assignment. If you read my lecture, you will see the part of Chapter 11 that intrigued me the most was the subject of codetermination on page 367. Anything that intrigues you in Chapter 11 is fine with me.
Written Lecture
Does the ringisei decision-making process by consensus, which is used by the Japanese, reach the same conclusion as the top-down methods, which are used by American management? Some might label the Japanese decision-making system as simply procrastination. Others appreciate the method and expect productive outcomes. One major challenge is to build an organizational culture to adopt the practice of ringisei. If only half of an organization uses ringisei, it is likely to cause miscommunication and result in frustration.
The ringisei is based on the theory that the employee is an important part of the overall success of an enterprise. It is common to hear a lot about
empowering the employees
. Is creativity and innovation rewarded, ignored, or punished for the lower level employee in America?
Could the Japanese system of decision making have led to the controversy of what Toyota knew about unintended acceleration problems? This may be the best example of the use of silence in the Japanese culture frustrating Americans as a nation. This is not an explicit accusation of Toyota or of Japanese culture. Rather, it is inserted here to demonstrate potential consequences of management methods, processes, systems, and decision making. Read pages 106-108 of Luthans and Doh (2012) concerning this topic. The cause of the unintended acceleration problem announced by the United States government was due to bad floor mats or driver error. Initially, electronic problems were not mentioned.
The March 2011 Fuku.
For this assignment, you are asked to conduct some Internet research.docxsleeperharwell
This document instructs students to research a malware, virus, or DOS attack by summarizing findings from an internet source in 3-4 paragraphs. The summary should include the name of the malware/virus, date of incident, impact/damage caused, how it was detected, and a reference citation.
For this assignment, you are a professor teaching a graduate-level p.docxsleeperharwell
For this assignment, you are a professor teaching a graduate-level public administration administrative law course at a traditional state university. Your task is to develop a formal presentation providing an overview of administrative law—specifically by comparing and contrasting the key defining aspects of administrative law within the American three-branch federal government structure, explaining how these functions are overseen/regulated, and ultimately, interpreting how they serve the common good of the public-at-large.
Your presentation must include the following with specific examples:
Articulate an understanding of how federal agencies enforce their regulations.
Explain the fundamental role that agency rulemaking plays in regulating society-at-large.
Compare both formal rulemaking and informal rulemaking.
Articulate the similarities and differences between rulemaking and adjudication.
Analyze the various methods of oversight exercised by the judicial, legislative, and executive branches of the federal government over administrative agencies.
Articulate how special interest groups (to include the media) can influence and/or shape public opinion about administrative agencies and place a spotlight on individual policies.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least seven scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 15 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.
.
For this assignment, we will be visiting the PBS website,Race .docxsleeperharwell
For this assignment, we will be visiting the PBS website,
Race: The Power of Illusion
. Click on the "Learn More" link, and proceed to visit these links:
What is Race? (View All)
Sorting People (Complete both "Begin Sorting" and "Explore Traits")
Race Timeline (View All)
Human Diversity (Complete both the Quiz and "Explore Diversity")
Me, My Race & I (View Slideshow Menu)
Where Race Lives (View All)
Given the
enormous
amount of information presented in this website, discuss what was most interesting and surprising to you in
EAC
H of the links.
Post your 200 word assignment.
Discussion Board Activity:
Now that you have learned that the race is a social concept rather than a biological truth respond to TWO fellow students with your thoughts on prejudice and discrimination pertaining to deviance, social class, and race.
(I'll send you two replies)
Due November 3rd
.
For this assignment, the student starts the project by identifying a.docxsleeperharwell
For this assignment, the student starts the project by identifying a clinical population of interest. Then, the student is to locate (10) nursing research articles from peer-reviewed nursing journals that reflect the clinical population of their interest. From the articles, the student identifies what has been researched and is currently known about their clinical population. The student is to write a summary of each article in a tabular format and submit a single summary table of all articles that provides a review of current knowledge on the selected population ( example and form will be provided ).
.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
95Nordicom Review 30 (2009) 1, pp. 95-112New War Journ.docx
1. 95
Nordicom Review 30 (2009) 1, pp. 95-112
New War Journalism
Trends and Challenges
Stig A. NohrStedt
Abstract
How has war journalism changed since the end of the Cold War?
After the fall of the Ber-
lin Wall in 1989 and the dissolution of the Soviet Union in
1991, there was talk of a new
world order. The Balkan Wars of the 1990s gave rise to the
concept of “new wars”. The
1990-91 Gulf War was the commercial breakthrough for the
around-the-clock news chan-
nel CNN, and the war in Afghanistan in 2001 for its competitor
al-Jazeera. The 2003 Iraq
war saw Internet’s great breakthrough in war journalism. A new
world order, new wars,
and new media – what impact is all this having on war
journalism? This article outlines
some important trends based on recent media research and
discusses the new challenges as
well as the consequences they entail for the conditions of war
journalism, its professional
reflexivity and democratic role.
Keywords: new media war; propaganda and war journalism;
framing of war news; visual
war reporting; media reflexivity.
2. Introduction
How has war journalism changed since the end of the Cold War?
After the fall of the
Berlin Wall in 1989 and the dissolution of the Soviet Union in
1991, there was talk of
a new world order holding the promise of international justice
and peace. However,
the Balkan Wars of the 1990s gave rise to the concept of “new
wars” that in the wake
of the terror attacks of 9/11 have acquired an iconicity rivalling
that of fiction films.
The 1990-1991 Gulf War was the commercial breakthrough for
the around-the-clock
news channel CNN, and the war in Afghanistan in 2001 for its
competitor al-Jazeera.
The 2003 Iraq war saw Internet’s great breakthrough in war
journalism with the, at first
anonymous, icon Salam Pax belonging to the first generation of
war bloggers. A new
world order (that did not turn out as hoped in 1989), new wars,
and new media – what
impact is all this having on war journalism? Can we see signs of
a new war journalism,
perhaps even the development of a peace journalism?
War Journalism as Mediated Banal Nationalism
Wars are not only fought by military means. Alongside the
fighting on the ground, at sea,
and in the air, a media war is fought over public opinion and the
willingness to fight of
populations and troops (Taylor 1997:119; cf. Thussu &
Freedman 2003:7). The media
become a battleground, and journalists are drawn into the
conflict, either voluntarily
3. 96
or under orders, or even unawares. Modern wars cannot be
fought without public sup-
port, and great efforts are made to get the public to accept, and
preferably support their
own side’s actions in the conflict. Media and journalists have
gained an increasingly
central position due to developments in media technology such
as satellite TV channels
broadcasting 24/7 news so rapidly that it is possible to report
live from a combat zone.
The visual media’s unique power of influence increases the
propaganda pressure on
journalists, and makes them, from a military point of view, into
either a fourth branch
of service or a fifth column. Warring parties are making ever
greater efforts to influence,
steer, and control the reporting distributed via international
media, and this is especially
true in the case of visual materials such as photographs and
videos.
War has always been highly newsworthy. Depictions of the
course of wars, of victo-
ries and defeats, are very dramatic and affect the fates of many
people – in some cases
almost the entire world. War news attracts a large audience and
often deeply engages
people both emotionally and intellectually. Public opinion is
mobilized to an extent that
otherwise has no counterpart even in the established
democracies (Gitlin & Hallin 1994).
Stories about armed conflicts, feuds, campaigns, great battles,
4. glorified victories and
crushing defeats have for millennia made up a considerable
portion of popular culture.
It is part and parcel of our cultural inheritance, and from
childhood we have become
accustomed to sharing the hardships and successes of heroes in
our imagination. These
stories possess an almost irresistible allure, tempting us to side
with the good heroes in
their fight against evil. One can view war propaganda as a
continuation of these stories,
though by other means. By appealing to already well-known
narratives about the struggle
between good and evil, we are persuaded to take a stand in the
conflict. The outcome
of the struggle for our sympathies and antipathies depends on
which of the antagonists’
propaganda strategists best gains access to our attention and
emotional engagement, i.e.,
how we as an audience identify with the different parties in the
conflict. As in the banal
nationalism described by Billig (1995), on the battlefield of war
propaganda the contest
is about identities, or, to put it differently, a discursive political
process concerning which
identity constructions will come to dominate the conflict at
hand. With whom does the
public feel sympathy and empathy? Which side does it trust and
wish to support? Which
leaders arouse public repudiation and contempt? Which victims
awaken compassion,
while the sufferings of others are passed over in silence? It is
these aspects of identifica-
tion that are being fought over in the propaganda war. But also
what We, the collective
community addressed by war journalists, stand for in the war.
5. Who are We, and how
is this We positioned within the conflict? With the help of
concrete examples of media
reporting from the wars after 1989, I will try to show how war
journalism is engaged
in a sort of identity politics, at the same time as it attempts to
adopt a stance in relation
to the involved parties’ efforts to exploit journalists and media
for the propaganda war.
Special emphasis is placed on visual storytelling in news
reporting, which has come to
almost completely dominate war journalism, as well as many
other forms of journalism,
though with significantly more serious and controversial
implications.
The 1990-1991 Gulf War – The “Clinical War”
The 1990-1991 Gulf War, or the Kuwait War as it is also
sometimes called, since it
began with Iraq’s occupation of Kuwait, is, alongside the 2003
Iraq War, the largest
armed conflict after 1989. It also gathered what up until then
was the largest assembly
of journalists, with approximately 1200-1300 correspondents on
site in Saudi Arabia
97
(Nohrstedt 1992:208). Among the most spectacular features of
the media reporting was
CNN’s breakthrough as a transnational news channel with
around-the-clock broadcasts
and access to leaders on both sides of the war. The satellite
channel had unique oppor-
6. tunities to transmit live images from Baghdad where a team
fronted by Peter Arnett was
stationed during most of the war. CNN’s footage of Coalition
cruise missiles flying in
over the Iraqi capital, tracer ammunition streaking against the
night sky, wailing sirens,
and air strikes from carriers in the Persian Gulf were aired on
TV channels the world
over. The visual material conveyed the image of a clinical war
fought by the Coalition
with so-called smart bombs claimed to have surgical precision
and to be able to minimize
civilian casualties. The image of the clinical war was largely the
result of the coalition’s
propaganda. It was perfectly adapted to the goal of the PR
strategy of portraying one’s
own side’s war-fighting as “civilized”, unlike that of the
opposition. At the press confe-
rences held at the Hyatt Regency Riyadh, where most of the war
correspondents were
staying, Commander Norman Schwarzkopf and his public affairs
officers made a cons-
cious effort to spread the image of a high-tech war without
innocent victims. Time and
again they screened video sequences that substantiated this
image before the gathered
world press (see, e.g., Gerbner 1992; Kellner 1992; Paletz
1994).
There was a striking contrast between how different Western
media portrayed civilian
victims in the news from the Gulf war. The “clinical war” image
hid the casualties on the
Iraqi side. But when Iraq attacked Israel with Scud missiles, the
media reports closely
followed the horror and suffering in highly exposed articles and
7. newscasts, although in
number of deaths and injuries the Israeli losses were far below
those of Iraq. Thus, this
was a clear act of distancing from the suffering in the first case,
while in the second case,
the victims’ agony was depicted close-up, making it almost
impossible for the audience
to distance itself emotionally.
This pattern is well known within media research, and has been
discussed by Noam
Chomsky and Edward Herman in terms of a distinction between
worthy and unworthy
victims in media reporting (Herman & Chomsky 1988:37 ff.).
The “worthy” victims of
wars are those whose innocent sufferings journalists take great
pains to portray, with
personal portraits and individual life-stories. Close-ups of
grieving relatives, wounded
victims with faces twisted in agony, and massacred corpses
make up the repertoire of
war correspondents when they choose to portray what has been
called “the true face
of war”.1 In this way, the audience becomes psychologically
and emotionally involved
in the sufferings of the civilian victims. In the Gulf War,
however, the media did not
succeed in depicting “the true face of war”, apart from the two
exceptions above. The
image of the clinical war was predominant, which has been
substantiated in a number of
academic studies (e.g., the contributions in Bennett & Paletz
1994; Mowlana, Gerbner
& Schiller 1992, and Nohrstedt & Ottosen 2001; see also
Kellner 1992). In retrospect, it
has been shown in various ways – even to a certain degree in
8. the media – that this image
was completely misleading. USA, the leading superpower in the
Coalition, has refused
to provide any figures at all on the number of Iraqis killed or
wounded during the Gulf
War. Available estimates diverge greatly, but it is probably not
too bold to assume that
the civilian victims on the Iraqi side numbered in the tens of
thousands during the period
of the conflict itself. If one also includes victims of the
destruction of infrastructure
and economic sanctions, the number of dead civilians amounts
to between 111,000 and
500,000 (The Human Costs of the Gulf War 2005).
To sum up, the media – either consciously or unconsciously –
were completely decei-
ved in their reporting on the Gulf War. In reality it never was a
clinical war, but claimed
98
large numbers of civilian Iraqi victims. These Iraqis were the
“unworthy victims” of the
conflict, with whom audiences in our part of the world never
had the chance to identify.
Their fate remained mostly unknown in the Western world, and
public opinion was never
mobilized for their cause.2
The Kosovo Conflict 1999
Background
In the early 1990s, increasing tensions in the disintegrating
Yugoslavian Federation
9. resulted in several wars between various separatist groups and
the central authorities in
Belgrade under the leadership of Slobodan Milošević. Croatia
and Slovenia declared
independence in June 1991. While Slovenia managed to achieve
autonomy without
any major armed confrontations, war broke out in Croatia and
then continued with the
Bosnian War 1992-1995. In the province of Kosovo diverse
interests intersected, with
Kosovo Albanians demanding a union with a Great Albania,
national sovereignty, or far-
reaching autonomy within the Yugoslavian Federation. The
Milošević regime responded
with increasingly Serbian-nationalistic sentiments, and fighting
subsequently broke out
with both sides accusing the other of terrorism and ethnic
persecution. The Kosovo Al-
banian side was relatively successful with its propaganda,
accusing Belgrade of ethnic
cleansing and planning genocide against the Kosovo Albanians.
There is also no doubt
that Serbian militias and military units, as well as paramilitary
forces supported by Ser-
bia, committed atrocities and massacres; in particular the 1995
murder of 8,000 men and
boys in Srebenica has received widespread attention. At the
same time, it must be said
that the Kosovo Albanian UCK also committed acts of terror
against Serbian civilians.
At the end of the 1990s the conflict intensified. At the initiative
of a contact group of
major powers headed by the US, Great Britain, and France, a
peace conference was
arranged at Rambouillet Castle outside of Paris. However the
talks finally broke down
10. on 18 March 1999. Several analysts have concluded that the
talks were never intended
to bring peace, but rather to function as a trap to place all the
blame on the Milošević
regime (Stoltenberg 1999; Chomsky 1999). NATO decided to
intervene militarily to
halt alleged ethnic cleansing in Kosovo directed against the
Kosovo Albanians. NATO’s
military measures consisted of air strikes lasting from 24 March
to 10 June 1999.
Media Reporting in the Crossfire of the Propaganda War
The media war surrounding the Kosovo conflict was markedly
different from that during
the Gulf War, according to a study of press reports in Norway,
Great Britain and Sweden
(Nohrstedt, Höijer & Ottosen 2002). Admittedly, NATO did
initially try to disseminate
the image of a clinical war. However this was tarnished rather
quickly when reports
began streaming in of civilian facilities being targeted for air
strikes, the result being
that even hospitals, homes, and schools were hit. The depictions
of “worthy victims”
of this war were initially almost entirely about Kosovo Albanian
refugees and their
hardships. In a veritable media blitz, their victimhood was
portrayed in feature stories
from the borders of Albania and Macedonia. The experiences of
terror and fright that
lay behind their flight were exhaustively reported, to the
accompaniment of full-page
photos – especially of women and children.
The depiction of the Milošević regime as solely responsible for
the war, and the Ko-
11. sovo Albanians as the worthy victims strongly influenced media
reporting. The hostile
99
image of the Yugoslavian president stood fast during and after
the war with all the clas-
sic character traits of demonization – he was power-mad,
ruthless, unreliable, evil, etc.
– while the image of the war’s worthy victims instead gradually
became more balanced.
After about two weeks of constant air strikes, reports of Serbian
civilians’ victimization
and suffering received increased attention, and by mid-April,
NATO was caught up in a
PR crisis. This was directly triggered by reports that NATO had
struck two convoys of
Kosovo Albanian refugees killing around 70 of them. From this
point on, media in both
Sweden and Norway became distinctly more sceptical towards
information from NATO
and at the same time more occupied with covering the war’s
consequences for civilians,
regardless of ethnicity and geographic location. Civilian
Serbian victims became on the
whole just as “worthy” as Kosovo Albanians. After the close of
the war, several of the
Norwegian and Swedish newspapers that were covered in this
study even took up the
“inverted ethnic cleansing” that resulted when large groups of
Serbs left Kosovo out of
fear of the returning Kosovo Albanians’ revenge.
In summary, the media’s image of the Kosovo conflict’s
12. “worthy victims” initially
bore the stamp of the leading NATO countries’ propaganda,
which led to compassion
primarily encompassing the Kosovo Albanian refugees.
However, successively, and in
pace with the questioning of NATO’s propaganda, the picture
became more balanced,
and even Serbian civilian victims received attention. This shift
was presumably facilita-
ted by both geographic and cultural factors. The Kosovo War
was the first war in Europe
since the Second World War to militarily involve the great
powers. Its close proximity,
and professional contacts with media in the Balkans,
counteracted the sort of one-sided
propaganda picture that the media had relayed during the Gulf
War. It was not possible
to cover up or distance oneself from the “true face” of the war.
Those afflicted were,
after all, Europeans.
The War on Terror I: 11 September 2001 and the Afghanistan
War
The New Type of War – Asymmetric Warfare – Comes
Spectacularly to the Fore
Though the “new wars” thesis (Kaldor 1999) was formulated in
connection with the wars
in the Balkans during the 1990s, it acquired its full resonance
after the terrorist attacks
against the USA on 11 September 2001. It could hardly be more
clearly demonstrated
that armed conflicts in the new world order after 1989 are
asymmetrical in nature, and
are fought between loosely organized networks of paramilitary
groups on the one side,
and nation states’ military units on the other. The attacks
13. against three or four prominent
symbols of the American superpower – the World Trade Center
(WTC), New York; the
Pentagon, Washington, D.C.; and presumably the White House
or Capitol Building
– claimed close to 3,000 civilian lives and, as is well known,
received enormous media
attention around the world.
The Media Picture – A Racifying and Inclusive Discourse?
In retrospect it may seem remarkable, but the Swedish
Broadcasting Company’s (Sve-
riges Radio) reporting of the terrorist attacks was accused of
being anti-American. In
substance, the complaint was about journalists’ attempts to
explain the terrorism with
reference to US politics in the Middle East and other parts of
the Muslim world. Sub-
sequent studies proved that the accusation was taken out of the
blue (Ghersetti 2004;
Nord & Strömbäck 2002). On the other hand, the studies
mentioned provide no clear-cut
100
answer to another question concerning the media’s portrayal of
other cultures, peoples,
and social systems. This question, which has come to be an
object of interest for media
researchers ever since Edward Said’s work on orientalism (Said
1993), concerns whether
Western media are bearers of a racifying, ethno-centric, “white”
discourse. Jan Guillou,
then chairman of Publicistklubben, an organization of
14. publishers and journalists for
safeguarding freedom of the press, criticized the media because
materials from Anglo-
American media were used so uncritically, claiming that
journalists no longer fight for
the truth, but for “the Western cause” (Guillou 2002:70).
In the following, the discursive identity constructions in
Swedish media will be
compared with reference to the 9/11 terrorist attacks and the
subsequent Afghanistan
war as well as the Iraq war. Like the Gulf War, the Afghanistan
War took substantially
more civilian lives than 9/11 – in the case of Afghanistan over
20,000 civilians (Small
Arms Survey 2005:244). It is relevant to explore to what extent
these victims were or
were not included in a compassionate We.
It would appear impossible to deny that media often apply an
Us-versus-Them prin-
ciple in the distribution of compassion.. This can most clearly
be seen in the headlines.
Like European politicians and elite media, the tabloid Expressen
chose a performative
utterance as the title of its main editorial the day after the
terrorist attacks: Today we are
all Americans. A quote from the main body of the text is
bolded: “Not only as shocked
TV viewers, but also as democrats” (2001-09-12; Nordström
2002:18). The same
day, Aftonbladet quotes President Bush in a full-page headline:
“God Bless America”
(2001-09-12; Nordström 2002:23). There are many expressions
of sympathy in head-
lines and photos the day after 11 September. In Aftonbladet, for
15. instance, in headlines
such as: The world held its breath (first page), The whole world
has been raped (pp.
38-39), The whole world sends its support (pp. 42-43), and Now
we must all keep
together (back page) (Nordström, 2002:18). Expressen follows
up its main headline’s
declaration of empathy with other headlines such as: Swedes
fled the skyscraper (p.
21), Consolation sought in the churches (pp. 34-35), A candle
for all the victims
(p. 36), and Equipped to protect Arlanda [Stockholm
International Airport] (p. 38)
(Nordström 2002:18-19).
While there is consequently little doubt that the media discourse
on the whole, cont-
rary to the accusations of anti-Americanism, instead included
the American victims
within a collective We, the question remains of the portrayal of
Them, here specifically
Muslims, as a collective. In this case the answer is ambiguous.
In any event, Nord and
Strömbäck are not inclined to make categorical judgements on
the basis of their results.
Apart from media reporting after the terror attacks of 11
September 2001, Nord and
Strömbäck’s report also treats the first five days of the
Afghanistan War, i.e. 7-12 October
2001. As one of the differences between the reporting from the
US and from Afghanistan,
they point out that the latter events are relatively seldom
covered by reporters “on site”.
Instead attention is given to scattered demonstrations in
neighbouring Pakistan, which
especially applies to television (Nord & Strömbäck 2002:119).
16. In the newspapers, on
the other hand, articles on how media function in war receive a
relatively large amount
of space (Nord & Strömbäck 2002;119). American elite sources
dominate the reporting
both after 9/11 and during the Afghanistan War (42 vs. 46
percent, respectively). In
both cases, victims figure as sources relatively infrequently, and
Afghani victims appear
just as frequently in TV reports in the latter case as do
American victims in the former.
On the other hand, the newspaper materials differ in that
American victims are cited
as sources after 11 September four times more often than are
Afghani victims during
101
the first days of the Afghanistan War (8 vs. 2 percent,
respectively; Nord & Strömbäck
2002: 92,126). As in the media reporting after 9/11, Nord and
Strömbäck conclude that
the analysis of rhetorical figures connected with the
Afghanistan War does not confirm
any clear-cut “USA-friendliness or hostility towards Muslims”
(p. 139). They do find,
however, a difference between, on the one hand, selection
criteria and contents of me-
dia reporting, which they find to be fairly balanced and free
from either strongly anti-
American or Anti-Muslim features, and on the other hand, TV
reports and photographic
images, which relatively often express stereotypical conceptions
about Muslims and
17. Westerners, respectively. With regard to visual presentation,
they conclude that editorial
consciousness seems to have been lost. They describe a black-
and-white media coverage,
with Muslims depicted as “desperate, aggressive, and irrational”
while Westerners are
“modern, humane and rational, and members of a high-
technological society” (Nord &
Strömbäck 2002:157-158). The authors are cautious about
concluding that these ste-
reotypes have influenced public opinion, but they assume that
pre-existing prejudices
have been reinforced (ibid. 159).
Summary
The 9/11 attacks demonstrated with blatant clarity that a new
type of war had arisen. The
events were shocking and incomprehensible, and politicians,
journalists and the public
found it difficult to understand what they meant. What about the
underlying causes? Who
were the guilty parties, and who were the victims? The media
coverage was naturally
enormous, and showed clear traces of how exceptional the news
of the terrorist attacks
against symbols of the US’s superpower status was judged to
be.
In terms of knowledge, news media are the connecting link
between events at the
global level and their national and local repercussions,
particularly in the implicit appeal
to relate to the casualties of the war, that is to say, whether the
reporting encourages
identification and engagement, or distanciation and disinterest,
through the construction
18. of “worthy” victims. In connection with 9/11, identification
with the victims is extraor-
dinarily strong and clear; the victims are “worthy” of Swedish
sympathy and empathy to
a degree seldom seen within journalism. Headlines such as “We
are all Americans” are
only the most striking examples of this. Empathic feature
stories about relatives sear-
ching for their loved ones, how they alternate between hope and
despair, plus horrifying
full-page photos of victims leaping to their deaths from the
WTC towers and close-ups
of grieving faces – all this contributed to an emotional nearness
to the terror victims.
In their texts, the media avoid polarizing the conception of the
West as under attack
from the Muslim world. They manage on the whole to avoid
making all Muslims com-
plicit in the acts of terror. But in the visual materials, in TV
reports and press photos,
Muslims as a collective are singled out as desperate, aggressive,
and irrational. They
are portrayed as full of hatred towards the US and the West in a
fashion reminiscent of
the colonial era’s racism.
The War on Terror II: The 2003 Iraq War
Freelancers and Embedded Correspondents
The second Gulf War, or the 2003 Iraq War, was a very
different media war than the first
Gulf War of 1990-1991. It is admittedly difficult to find
directly comparable research
results; however, it is a relatively safe general assessment that
the “true face of war”
19. 102
came into focus in a completely new way in the most recent
war. A long-term change in
journalistic priorities and working methods can be discerned,
leading to greater emphasis
on the consequences for the civilian population, which also
requires that reporters be on
site with the affected population. War correspondents thereby
take greater risks, and the
casualty figures within the journalist corps have grown steadily
during wars in the new
world order. Freelance journalists are accounting for more and
more of the reporting
– a tendency that was conspicuous in Swedish media during the
Iraq War with names
like Åsne Seierstad, Urban Hamid, and the American stringer
Bob Graham (Nordström
2003:16). Feature stories from homes and hospitals conveyed
vivid and sympathetic
portrayals of the civilian population’s vulnerability and
hardships, but also stories of
courage and pride in the midst of the destruction. These features
were probably one of
the reasons why Expressen, clearly referring back to the
reporting after 9/11, exclaimed
Today we are all Iraqis on its editorial page when the bombs
began falling over Iraq
on 20 March 2003. Is this how one should view the coverage
provided by freelancers
and other correspondents – as an appeal for collective solidarity
with the Iraqi people
in their vulnerable situation? As an inclusion of suffering Iraqis
within an almost global
20. We, who together share the horrors of war? I will return to these
questions shortly.
It was not only the freelancers, however, who brought
immediacy into the media
coverage of the war. The American military introduced a system
for “embedding”
reporters who were offered an opportunity to accompany troops
in the field. This was
not entirely new, either as an idea or praxis, but it was used to a
greater extent than on
earlier occasions such as the Falklands War 1982 (Morrison &
Tumber 1988) or the
Gulf War (Nohrstedt 1992). In an international project on media
reporting from the
Gulf War in seven countries, I had reason to conclude: “War
news is a discourse em-
bedded in propaganda” (Nohrstedt 2001:177). However, in that
war the embedding was
limited to a small number of journalists who were part of the
pool system organized by
the military (Nohrstedt 1992). Prior to the 2003 Iraq War, 600
journalists underwent a
hostile-environment training programme and were taught how to
conduct themselves
among the soldiers (Tumber & Palmer 2004). The primary
motive was, in all likeli-
hood, not concern for the media’s need for dramatic feature-
stories and photos from the
front, but rather an ambition to provide the media with potent
material that also sup-
ported the war propaganda. Experiences from the Falklands
War, for example, showed
that correspondents who share the soldiers’ daily hardships, and
who also depend on
them for their safety, are likely to also come to share the
21. military’s perspective on the
events. Correspondents become part of the psychological
warfare and propaganda. The
Pentagon’s strategy would appear to have been successful, even
if not all the stories
had the desired tendency. For instance, one embedded
photographer filmed the wiping
out of an entire Iraqi family. In any case, Fox News Channel in
the US based much of
its broadcasting on embedded reporting and achieved highly
successful ratings with its
patriotic message.
The Media Image of the Iraq War:
Civilian Victims and the Impact of Propaganda
The Swedish media reporting on the Iraq War were even more
biased than in connec-
tion with the previous wars. It has been called “pseudo-
journalism” owing to its heavy
dependence on American elite sources (Nord, Shehata &
Strömbäck 2003:117, 118).
Furthermore, rhetorical figures benefiting the US are much
more prevalent than those
103
that are damaging to that side in the conflict. The researchers
explain the imbalance
as being due to routine journalistic prioritization of events that
are “concrete, close at
hand, and relatively easy and inexpensive to cover” and to the
superpower’s superior
“information and propaganda resources” (Nord, Shehata &
Strömbäck 2003:113; cf.
22. Andén-Papadopoulos 2005:145).
As mentioned above, there is a trend within Swedish war
journalism towards an
increasing focus on the suffering of civilian populations,
particularly if you compare
the 1990-91 Gulf War with the 2003 Iraq War. This trend is also
evident for the shorter
interval between the 2001 Afghanistan War and the Iraq War.
According to Nord et al.’s
results, the degree of attention devoted to the theme of civilian
victims of war increases
from being relatively insignificant during the first days of the
Afghanistan War to being
one of the most prominent themes during a comparable stage of
the Iraq War (Nord
& Strömbäck, 2002: 118 fig. 30; p. 120 31; and Nord, Shehata
& Strömbäck 2003:56
fig. 5.1; 58 fig. 5.2). In quantitative terms the changes are not
large, from a couple to
five or six percent of the total number of articles/items, but they
are still relevant. The
results further show that Iraqi citizens, as eye-witnesses or
victims, play a relatively
subordinate role as sources in the media studied. While
American sources figure in every
fourth article or TV-item, only slightly less than one in ten uses
Iraqi citizens as sources
(Nord, Shehata & Strömbäck 2003: 65, 73). If one looks at the
attention devoted to the
civilian population’s situation and victims of war in an
international and comparative
perspective, two things are clear. First, that there are relatively
large differences, and
second, that the amount of attention varies depending on the
distance from and degree of
23. involvement in the conflict. For instance, during the Gulf War,
Swedish and Norwegian
newspapers focused on the situation of civilians substantially
more than did American
newspapers (Nohrstedt 2001:196, 198). Second, a British study
shows that, during the
opening phase of the Iraq War, German television devoted
significantly more space to
Iraqi suffering than to victims on the coalition side, while the
American TV channel ABC
“massively favoured attention to coalition casualties”, and the
BBC devoted somewhat
more attention to coalition losses than to Iraqi ones, though
with a significantly smaller
margin than ABC (Tumber & Palmer 2004:97). I shall return
below to the question of
how to interpret this pattern.
The wide reach of globalization processes, and not least the
increasingly intensive
international exchange of news and other media products, raises
questions concerning the
global media landscape’s importance for how wars are reported
on in various countries’
media. What impact, for instance, does the dominant position of
American media in the
ever more globalized media market have on news distribution in
different parts of the
world? Does it also involve an ideological and political
dominance, due to the power
over opinion formation that this position could entail? The
questions are controversial
and tie into previous controversies about the New World
Information and Communi-
cation Order within UNESCO and the theory of cultural
imperialism (Carlsson 1998;
24. 2005; McPhail 2002). The pro-Americanism of the Swedish
media’s reporting on the
Iraq War is explained, as mentioned, by Nord et al. as being due
to the PR resources
that the US as a superpower can mobilize. What is the picture
like for other countries’
media? The lack of systematic comparative studies makes it
difficult to give a definitive
answer. However, the currently available research provides a
splintered picture, in which
the degree of influence of American sources and propaganda
varies between different
types of media and branches of journalism. For instance,
African studies of Ugandan
and South African media outlets’ coverage of the Iraq War
indicate that criticism of the
104
US and the Coalition was more prominent in editorials and
opinion pieces, while news
and photo materials were of a more pro-American character
(Mucungunzi 2005; Kupe &
Hyde-Clarke 2005). At the same time it is apparent that the
presence of a pan-Arab press,
for example the London-based al-Hayat, and the new Arabic
satellite TV channels such
as al-Arabiya, Abu Dhabi and al-Jazeera, has led both to US-
critical coverage focusing
on American hegemony in the Middle East and to television
becoming less dependent
on CNN and BBC-World in many Arab countries (El-Bendary
2005; El Gody 2005).
25. The Conditions of Media: Self-criticism and Reflexivity
In connection with the 1990-91 Gulf War, the conditions of war
journalism received
attention in the media due to the restrictions and manipulations
that were imposed to
control the reporting. It was claimed that this topic was
accorded an exceptional amount
of space in the media coverage (Eide 1992). In quantitative
terms it was not, however, a
question of a predominant position, and available data indicate
that only a few percent
of the reports were about the situation for media. Only the
American media devoted any
greater degree of attention, about five percent of the articles, to
this topic (Nohrstedt
2001:196, fig. 4). While it is risky to compare different studies
with varying methodo-
logies, a comparison of the studies of the Afghanistan War and
the Iraq War ought to
provide some indications. The results suggest that the level of
attention devoted to the
conditions of the media coverage increased relatively strongly
from the Gulf War to
the Afghanistan War (from a couple of percent to nine percent
in the press materials)
only to shrink again from the Afghanistan War to The Iraq War
(five percent in the press
materials), though without sinking back to the low percentage
level of the Gulf War
(Nord & Strömbäck 2002:120, fig. 31; and Nord, Shehata &
Strömbäck 2003:56, fig.
5.1). That the media inform the public about the conditions of
war journalism is proba-
bly important in order to avoid overconfidence in the veracity
and completeness of the
reporting. It can contribute to a more critical attitude, and
26. perhaps even an increased
capacity to determine what information is missing in the media.
However these sorts
of self-critical accounts are also important to the media’s
professional consciousness.
It is a matter of reflecting on the relationship between
professional ideals and practical
results, that is to say, on the extent to which one succeeds in
living up to the professional
standards expressed in ethical ideals and norms. By treating this
topic in connection with
daily news reporting, these important questions are prevented
from being relegated to
internal committee meetings and professional associations, and
are instead kept con-
stantly alive in the work. It ought to thereby also function as an
indicator of the degree
of readiness to change and of receptivity to media criticism
within media corporations
and the journalistic corps. Certain researchers have assumed on
theoretical grounds that
globalization more or less automatically leads to greater
reflexivity in general (Hjarvard
2001:24-25).
Against this background, it may be of interest to consider
whether this applies to
war journalism, and in what forms self-criticism and reflexivity
find expression in the
media discourse. Even in this case, there is probably reason to
distinguish between dif-
ferent types of media and genres, and between text and image.
In opinion pieces and
commentaries, the difficulties and dangers of war journalism are
thematized from time
to time. Nowadays the news pages as a rule also discuss
27. propaganda and attempts to
manipulate the media coverage, even if, as previously
mentioned, this is not a question
of an especially large amount of attention. In a close analysis of
press materials from
105
the Iraq War, I have found that the Swedish papers studied –
Aftonbladet, Expressen,
and Dagens Nyheter – in news stories about the US’s and Great
Britain’s accusations
against Iraq, suggesting that the country possessed weapons of
mass destruction and had
connections with the terror attacks of 9/11, treated these
accusations in a remarkably
critical fashion, contrasting them with different expert opinions
that questioned the ac-
cusations. However, in the visual materials, the reporting
presupposed to a striking extent
that the accusations were substantiated. Graphic illustrations
showed, for instance, maps
of how Saddam Hussein could attack neighbouring countries
with missiles equipped
with chemical warheads, etc. The self-critical reflections found
in the opinion pieces
concerning weaknesses in the reporting do not concern these
visual representations at
all (Nohrstedt 2005).
Media’s Visual Storytelling and Compassion
Visual materials have become increasingly influential in war
journalism and are there-
fore also contested and subject to manipulation attempts. Philip
28. Knightley claims that,
during the Gulf War, the Pentagon induced Saudi Arabia to
prioritize the accreditation
of tabloid and TV correspondents over reporters from the
quality press, because these
outlets were more easily manipulated and receptive to the visual
materials provided
by the military (Knightley 1991). In connection with the
Afghanistan War, photos of
dead civilians, including children, and interviews with Osama
bin Laden received wide
exposure in international media, which caused the Bush
administration to put pressure
on the media. Condoleeza Rice urged American media not to
broadcast the video inter-
views with bin Laden because they could allegedly contain
secret messages for terrorist
cells in the West (Magder 2003:37). And within CNN, for
instance, a directive went out
that images of civilian victims should be balanced by reminders
of the victims of the
9/11 attacks (Ottosen 2002). In an investigation of Swedish
media’s reporting on three
special events during the Iraq war, of which the first involved
some American prisoners
and dead coalition soldiers being shown in the media, the
second the rescue of Jessica
Lynch, and the third the toppling of the statue of Saddam
Hussein, Kari Andén-Papado-
poulos finds that the photos convey “a more clear-cut and pro-
American message than
the texts” (Andén-Papadopoulos 2005:144). The photos of
American troops torturing
Iraqi prisoners in Abu-Ghraib prison comprise a further example
of the powerful impact
of visual storytelling in war journalism. There is also no doubt
29. that the visual form of
representation has been especially important in efforts to
document the “true face of
war”; it is by means of photos of dead bodies and close-ups of
suffering and grieving
human beings that journalists depict how civilian populations
are afflicted by the war
(Höijer 2004). Such images bring about a call for compassion
and strengthen anti-war
opinion, which can be difficult to manage from a war-
propaganda point of view.
Are We all Iraqis?
Whether it is the visual materials or other aspects of war
reporting that generate com-
passion for the victims, it is typical of the popular press to
resonate these emotions.
When Expressen, in an extra edition of 20 March 2003 in
connection with the invasion
of Iraq, topped an editorial with the headline Today we are all
Iraqis, it is a direct
paraphrase of the same paper’s headline after 11 September
2001. This underscores
that Iraqis in general cannot be held responsible for the acts of
terror committed eigh-
teen months earlier. This is undoubtedly an unusual discursive
inclusion of a distant
106
and suffering people within the imagined community. The
question is only how much
importance it had in practice. Does it suggest that non-
discriminatory compassion has
30. taken over? Unfortunately, this is hardly the case. Expressen
may very well proclaim
that we are all Iraqis on a day when they are subjected to
massive bombing – “shock
and awe” as Rumsfeld called it when he claimed that the attack
would be so massive
that any resistance would immediately be broken – but certainly
not all Iraqis are We in
war journalism. Numerous examples show that the media
calculate losses by different
standards, being led astray by the political logic that dictates
that even moderate los-
ses of American lives can swing public opinion in the US.
Accordingly, almost every
individual American soldier killed is reported, while Iraqi lives
are measured by the
tens, hundreds, or thousands. Relying on the Pentagon’s
information, Swedish media
also keep careful accounts of American dead, although they are
satisfied with rough
estimates of the numbers of dead Iraqis. This selective maths is
especially noticeable
when the American forces, for obvious reasons, prefer that
journalists look the other
way, as in the case of the massacres in Fallujah. At an
international tribunal in Istanbul
in the summer of 2005, testimonies were heard about war crimes
committed by the oc-
cupation troops, including the use of illegal weapons such as
cluster bombs, napalm,
and chemical weapons, and about American forces targeting
hospitals, killing both
doctors and civilians in connection with the Fallujah operations
in November 2004. By
all accounts the massacres were a horrible revenge for the
desecration of the corpses of
31. four Americans in April that same year, whose burnt and torn
bodies were hung up for
all to see on a bridge in Fallujah (Enders 2005; Medialen
website). Like, for example,
the BBC, Swedish media chose to ignore these testimonies, and
lost the opportunity to
make up for previous deficiencies in the reporting.
Summary
In what ways do the media position their home country’s
collective community vis-à-
vis the parties involved in the conflict in Iraq? In the news
media’s cognitive mediation
between international occurrences in distant places and the
audience’s local, everyday
existence, not only knowledge of distant events is generated. In
addition, the audience is
also discursively invited to adopt an attitude towards the
involved actors and peoples in
certain specific ways. As readers, listeners, and viewers, we are
invited to take specific
positions in relation to the ongoing war, though without this
being explicitly expressed.
It is instead presupposed through the perspective of the
reporting, and above all in the
framing of the discursive construction of “worthy” versus
“unworthy” victims.
The studies of Swedish media’s reporting have found that the
balance is tipped in
favour of pro-American reporting. Through comparisons with
previous investigations
of the 9/11 and Afghanistan War coverage, it can be determined
that both pro-American
and anti-Muslim tendencies in Swedish media have increased
between 2001 and 2003.
32. These results should, of course, be interpreted with caution,
since the sample is limited
to the most intensive phases of immediate warfare, i.e., when
media reporting, accor-
ding to other research (Bennett & Paletz 1994; Nohrstedt 2001),
is at its most receptive
to war propaganda from the stronger party, that is to say, the
US. In a mid-long time
perspective on war journalism in Swedish media since 9/11, it is
probably more likely
that pro-Americanism has decreased rather than increased.
There are several reasons for
drawing such a conclusion. Generally speaking, media tend to
follow along with their
country’s foreign policies. This suggests that Swedish media
were less critical of the
107
US in connection with the Afghanistan War than the Iraq war,
because the international
community expressed support for the former, but not the latter.
Another important factor explaining the Swedish media’s
critical stance towards the
war coalition’s policies is a professional journalistic ambition
to focus attention on the
“true face” of war in order to avoid becoming a mouthpiece for
war propaganda. As far
as can be judged, journalism’s concentration on civilian victims
of war has increased
since the 1990-91 Gulf War, Iraqi civilians being constructed as
“worthy” victims in
the Iraq War to an extent that never was the case in connection
33. with the Gulf War. That
a leading paper like Expressen chose a headline for its main
editorial that urges readers
to identify with the afflicted Iraqi population is unique within
the Swedish press as a
statement of active involvement for the sake of a suffering
people in the third world. Ho-
wever, there is no doubt that there was great sympathy and
compassion for the suffering
Iraqi civilians in third-world countries. This was encouraged not
least by the new Arabic
satellite TV channels, of which al-Jazeera was the foremost
competitor of CNN.
Visual storytelling has clearly achieved an ever-growing
importance in today’s media
landscape, both internationally and nationally. Visual reporting
has an especially potent
emotional effect on audiences; images of war victims activate
people and linger in their
awareness, and are probably the most important cause of
identification with the afflicted
population. This makes visual storytelling about war into an
influential and contested
terrain within the propaganda war. This has serious
consequences for the safety of war
correspondents, a topic to which I shall return shortly.
Conclusion I: The Gradual Transformation of War Journalism
In this article I have presented some important trends within
war journalism after
the Cold War. The results concern Swedish media, but are
presumably more widely
applicable – at least hypothetically. First, media tend to give
increasing attention to
war’s “true face”, i.e., to the sufferings of civilian populations
34. and civilian victims of
warfare. Second, the conditions of war journalism are
increasingly receiving attention
and are the object of self-critical reflection. The involved
parties’ attempts to manipu-
late the reporting by more or less sophisticated means and
propaganda strategies have
to a certain degree become news material. This has caused
various media to express
reservations about the reliability of their reporting and to
encourage the audience to be
critical. Third, visual materials have been given an increasing
amount of space, which
however has not been accompanied by greater reflexivity;
unlike the contents of texts,
the contents of visual materials have not been subjected to the
same critical scrutiny or
led to warnings to the audience.
In discourse-analytic terms, these trends can be described as
instances of change
within a global discursive order. News reporting from
international armed conflicts is
characterized, like other foreign news, by a growing
international exchange of material.
The increasing availability of different transnational news
channels enables a diversity
that is not always utilized. In this connection, establishment of
the satellite TV channel
al-Jazeera is the foremost example of the importance new actors
in the media market
can have in this respect. Another component of the global
discursive order is the deve-
lopment of discourses of compassion that – through live-
broadcast charity concerts in
which music and film celebrities participate – have directed
35. media attention to human
suffering in distant places. Compassion is becoming globalized,
which for war journa-
lism is an incitement to give prominence to “worthy victims”,
even those afflicted by
108
the US’s and other Western democracies’ military operations. In
addition, globalization
is generally considered to increase reflexivity (Beck, Giddens &
Lash 1994; Hjarvard
2001), which in this context is most closely represented by
professional self-criticism
and openness about the institutional conditions of war
journalism.
These findings, however, should not be interpreted as indicating
that the discursive
order of war reporting has been completely revolutionized since
the end of the Cold
War. The institutional embedding of the media and reporters
still means that military,
political and economic power structures exert a great amount of
influence on news
reporting from armed conflicts. Nor do the processes of
globalization appear to have
caused the cultural mechanisms of discursive inclusion and
exclusion to undergo any
radical changes compared to the ethnocentrism that Edward Said
and others have ex-
posed in Western culture. At the time of writing, in January
2007, the general opinion
about the US’s role in the world is probably less positive than it
36. has been at any time
since the fall of the Berlin Wall in 1989. It can therefore appear
odd to claim that pro-
Americanism in, for instance, Swedish media’s war reporting
has increased since the
Gulf War of 1990-91. Because this assertion is based on
comparative studies of short
periods in the opening phases of each war, the picture may well
have changed since
Spring 2003 as the consequences of the Iraq War have become
increasingly obvious.
However, there is reason to caution against drawing overly
hasty conclusions about the
global discursive order of war journalism.
At the same time, media discourses in general, and perhaps war
journalism in par-
ticular, are embedded in a national foreign policy context. The
effect of the warring
parties’ propaganda on media reporting depends to a large
degree on this context. The
polarized propaganda discourse that depicts the conflict in
black-and-white has, not
surprisingly, the greatest impact on the involved parties’ media,
and consequently a
lesser impact on the media of uninvolved countries (Nohrstedt
& Ottosen 2001:255
ff.). This even has consequences for the depiction of the
victims. The polarization into
worthy and unworthy victims, respectively, most clearly
influences the media of the
countries directly involved. It was mentioned above that, during
the Iraq war, German
media devoted significantly more space to Iraqi victims than did
American or British
media. It is therefore clear that the degree of a country’s
37. involvement in a conflict is an
important factor in explaining the influence of war propaganda
on its media, and which
victims that are accorded the status of being “worthy”.
To this should be added the interesting example of the headline
urging that Today we
are all Iraqis. This headline is an unusually clear expression of
inclusion of the other
within our own collective community. We include the suffering
civilian population of
Iraq within Our community. Our sympathy and Our compassion
go out to them. Howe-
ver not even for an instant is this a question of Them being
allowed to encompass us. It
is We who express and define – not Them. Nonetheless, this is
an interesting example of
how the discourse of compassion achieves a certain degree of
independence in relation
to the power relations and superpower domination of the
propaganda war. Admittedly,
it is hardly possible to imagine Expressen’s headline without
the strong anti-war opi-
nion in Europe and in the rest of the world. The fact that
leading European politicians
like Gerhard Schröder and Jacques Chirac had stood up and
openly questioned the war
coalition’s mobilization for intervention in Iraq undoubtedly
broadened the spectrum
of legitimate standpoints for the European media. It was a rather
opportune moment to
express compassion for the Iraqi civilian population. But it still
must be seen as a bit
sensational that Expressen equated the 9/11 victims in the US
with the coming victims
38. 109
of the US’s and Great Britain’s military assault on Iraq in 2003.
The example suggests
that compassion for the innocent victims of war, who are sorted
by war propaganda
into worthy and unworthy victims, comprises an independent
factor that can challenge
the polarization of war propaganda. However, war journalism’s
place within the global
discursive order means that it is still unable to escape the grip
of the structures of power,
and the threat is very immediate.
Conclusion II: The New Threat to War Journalism
The propaganda war’s polarized depiction of victims requires
that compassion and
sympathy be controlled and steered in such a way that the
distinction between worthy
and unworthy victims is maintained. This is one of the central
goals of the propaganda
strategists. The US and its allies succeeded with this during the
Gulf War and the later
phase of the Afghanistan War, but were less successful during
the Kosovo and Iraq wars.
New media that compete with CNN and BBC World for
international TV audiences,
especially in the Arab world and the third world, such as al-
Jazeera and al-Arabiya,
are a challenge to the superpower’s attempt to control
compassion. Images of dead and
wounded civilians on the “other side” lead to humanitarian
engagement and empathy
being directed to people other than the American casualties and
39. their relatives. The battle
over compassion has intensified and in the new wars it is no
longer possible to disregard
the possibility that it has taken the step from propaganda war to
war fought by military
means. Signs of this development have been visible for some
time and are becoming
increasingly irrefutable. During the Kosovo War, NATO fired
on the TV building in
Belgrade, resulting in a dozen or so dead. NATO’s press
spokesman Jamie Shea initially
explained that Serbian television was a legitimate target
because it was spreading pro-
paganda that incited hatred of Kosovo Albanians. Later, the
justification was changed:
suspicious military signals had been detected from the building.
In the Afghanistan War,
Western media faced competition from al-Jazeera. The Arabic
TV station was the only
one to report from Kabul under the Taliban regime, and it
broadcast footage of war vic-
tims that had a great impact worldwide. When Kabul was taken,
an American missile
completely destroyed al-Jazeera’s editorial office, though no
one was harmed because the
premises were empty at that time. The American military has
not excused the incident as
a mistake, but has claimed again that it detected electronic
signals coming from the office.
Nic Gowing, experienced foreign correspondent for the BBC,
has tried to investigate the
issue, which has only resulted in the remarkable conclusion that
the Pentagon does not
consider itself obligated to determine whether signals from a
news office are a regular
news broadcast or some form of espionage or the like (Gowing
40. 2003:234). During the
Iraq War, the American military attacked journalists on three
separate occasions on the
same day, 8 April 2003. Al-Jazeera, which after the events in
Kabul did not wish to risk
being fired upon again when they defied the US’s call for
journalists to leave Baghdad,
had informed the Pentagon of the coordinates of its office in the
Iraqi capital. Neverthe-
less, one of its photographers was killed and another journalist
wounded on the roof of
the clearly marked building when it was fired upon from the air.
A Reuters photographer
and another photographer from the Spanish TV channel
Telecino were killed when an
American tank opened fire on the Palestine Hotel, well known
as the lodgings of the
Western journalists. US forces also fired on the offices of Abu
Dhabi TV despite the fact
that the name of the station was written in large blue letters on
the roof. Philip Knightly
is convinced that there is an obvious purpose behind these
attacks: “/T/he Pentagon is
110
determined that there will be no more reporting from the enemy
side, and that a few
deaths among correspondents who do so will deter others”
(Knightly 2004:104; cf. Bodi
2004:249; Gowing 2003: 232-233). The suspicions have grown
since the Daily Mirror in
November 2005 published reports that in April 2004, in
connection with the US siege of
41. Fallujah, President Bush attempted to convince Prime Minister
Blair to bomb al-Jazeera’s
headquarters in Qatar (Dagens Nyheter 05-11-27).
The idea that the discrimination of the victims of war is so
fundamental to war pro-
paganda that the superpower views journalists working against
it as military targets is of
course deeply disturbing. Just over two and a half years after
the beginning of the Iraq
War, 99 journalists and supporting staff had been killed in Iraq.
This can be compared
with 63 during the Vietnam War, which, after all, lasted for
twenty years (Kianzad 2005).
In 18 of these 99 cases, the US military was responsible
(International Federation of
Journalists website). It is also worrisome that this threat has not
received more attention
in, for example, Swedish media. If there is something that
especially characterizes war
journalism in the new wars, it would seem to be this deadly
threat. If Knightly is correct
in his conclusion, this threat is directed – in the name of
democracy – both against the
humanitarian idea of the equal value of all people, and against
freedom of speech. The
threat is also directed against any hope of a peace journalism
(Lynch & McCormack
2005), which is primarily characterized by freeing oneself from
the polarized and divi-
ded image of war propaganda, in which only the victims on one
side are deserving of
our compassion.
Notes
1. While I was conducting a study of Swedish correspondents’
42. experiences in the Gulf War, I interviewed a
number of foreign desk editors-in-chief of leading media
outlets. In several cases they used this expres-
sion, or the closely similar “war’s real face”, in answering my
question about whether there was anything
especially important to cover in reporting from the war.
2. It can, however, be added that the situation for Kurds and
Shiites in northern and southern Iraq, respec-
tively, received attention after the war when they were
threatened with repercussions after an attempted
rebellion against Saddam Hussein. Above all, BBC’s reporting
from Kurdistan caused the British govern-
ment to demand the imposition of no-fly zones on Iraq for these
regions (Shaw 1996).
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STIG A. NOHRSTEDT, Ph.d., Professor, School of Humanities,
Education and Social
Sciences, Örebro University, [email protected]
To do this week: answering the questions “ one paragraph from
8-10 sentences “
1. Watch mini-lecture 4-1, The Cult of True Womanhood, Part I.
https://youtu.be/LX5rYFMvfQg
2. Watch mini-lecture 4-2, The Cult of True Womanhood, Part
II. https://youtu.be/kvk3mUfdyaA
3. Do the reading…Coates’s Between the World and Me, Parts
II and III, pp. 73-152.
https://www.mercerislandschools.org/cms/lib3/WA01001855/Ce
ntricity/Domain/640/Ta-Nehisi%20Coates%20PDF.pdf
then answer the questions below .
Q1
What was the Cult of True Womanhood? Identify and describe
the four parts of the ideology.
50. Q2
How did some women in the American West justify their non-
traditional behavior according to the Cult of True Womanhood?
Be sure to use at least two specific examples from the mini-
lecture to support your answer.
Q3
In Part II, Coates makes the claim that America has a collective
responsibility for its past (you’ll find part of this discussion on
pp. 103-105). How does he support his position? What reasons
does he give for American identity being based in racial
violence?
Q4
How does the text use the story of Prince Jones to connect the
past and the present? How does Prince’s experience bring
Coates and the son to whom he is writing into relationship? Be
sure to use at least three specific examples from three separate
parts of the text to demonstrate a close reading.
How Has War Propaganda Influenced Modern Journalism?
About the essay, you should do an excellent critical analysis of
the articles.
• Structure: The structure of your essay should be as
follows (this is more or less familiar by now):
51. • Provide a clear and preferably catchy title
• Introduction in which you prepare and provide the
central question or statement of this essay (please
underline).
• Use different paragraphs to discuss various items
mentioned and provide summaries of leading articles,
authority arguments (opinions by well know authors or
researchers) o data that support your ideas and you
chose to read this essay. You are also requested to
compare the content of these articles and the relative
usefulness for your topic.
• You close off with relevant and personal conclusions
summarizing your main arguments and/or restating your
main points and one or more conclusions.
• Bibliography/ list of reference listing the books, articles
& chapter which you used for this essay. You are
requested to make use of and provide a reference to
at least THREE sources (Citations) for this essay (APA
and MLA).
• Form:1,000 words, line spacing 1.5, letter type Times New
Roman nr.
12. Spelling should be checked, and sentences run well and
should not
be too long.
• 1,000 words is 2 pages single spaced (for reference)