Media During the Vietnam War

Media During the Vietnam War   Jenna Conley TTTC Argumentative Essay During the Vietnam War, television was just being introduced, meaning the citizens of the United States could see the war right in the comfort of their living rooms. However, the medias broadcasting of the Vietnam War was detrimental because it twisted the views of citizens, sparked protests, and ended innocent lives. Sometimes people even referred to it as the television war. It seemed as if life back at home was becoming as violent as life on the war front, but how violent? When television was first released about 9% of Americans had them in the early 1950s, but by 1966, about 93% of American homes had a television. The increase of television ownership happened about halfway through the Vietnam War, so it was one of the main topics of news channels in America. In order to get the full story, journalists and reporters had to go to Vietnam themselves, putting their lives in danger. It makes people wonder was it really worth it to go, and some got their answer when about 63 journalists and reporters died in Vietnam for what seemed like no reason. There has always been bias in the media, because everyone has opinions, including reporters. This however, can really get out of hand when citizens are being fed false information because somebody wanted to give their two cents. During the Vietnam war, there were plenty of opinions, whether it was supporting the war or not. Often times, considering it was war, there wasnt much good news, so many people developed a hatred towards the conflict. They started to blame the soldiers for what they were doing, but what is really fair to blame them considering they were just doing their jobs? It reached the point where the government started to censor certain news, and began to filter what the citizens were seeing on screen, so nobody could avoid the bias. Journalists and reporters were now able to take much more photographs and record video materials. As a consequence, the government had to face a big challenge in censoring all the new media for the first time (Rohn). Due to this increase in censoring, it started to spark protests in the United States, and even this resulted in more death than the war itself. Thich Quang Ducs name became famous when he set himself on fire, as a protest to the government for the persecution of Buddhists in South Vietnam, but this wasnt the only protest that came about because of the war. Like today, many protests are coming from college students because theyve reached a point where they are figuring out themselves, and their opinions. A large organization known as Students for a Democratic Society (SDS) played a large role in the anti-war protests. In May of 1970, at Kent State, there was a student protest happening, which ended violently when the guardsmen shot and killed four students. This all happened due to media bias making the citizens believe the government had no reason to be there. In reality however, it was only that the United States didnt make their intentions clear, despite having them. It makes some wonder however, why does the United States have to state their intentions if it is not entirely necessary? Maybe the intentions were not intende d to be shared. 63 or more reporters and journalists were killed in Vietnam. Naturally when the media gets ahold of this information, theyll bring a larger severity to the situation because it was their own colleagues, but did they have the right to alter the news just because of their own personal feelings? From the Cambodian Campaign, to the Battle of Quang Tri City, many journalists died, but for what cause? Getting out a story seems like it wasnt worth all the pain, especially if it cost a life. It wasnt just American journalists either. Reporters from France, Australia, and Japan alike where all reporting for their countries because citizens believed that their news was more important than a life. How could someone possible justify right and wrong in that situation though? It goes right back to personal opinion. It ends up just becoming one giant circle thats hard to break out of. This makes the media particularly harmful to the war and country alike. Could there be a good thing to come out of the media? Thats debatable, but it comes down to how it effects the majority of people, and from the looks of it, it doesnt seem too good. Although, some people could argue that the media was beneficial during the war. Now people could stay up to date on what it is that is happening over at Vietnam, and it was easier to see what it was that the government was doing. As stated earlier however, the ability to see what is happening every minute of every day might not be beneficial. It sparked violent protests, and was a large influence to the start of bias. This makes it almost impossible to argue that media was a good thing to come to the Vietnam war. So even though it all comes down to personal opinion and affect, nine out of ten peoples lives would show that not much benefit has come out of the media during the war. From death, to protests, to false information, bias played a huge role in the Vietnam war, much as it does today, and it seems that isnt going to change anytime soon.

Galactic Center at Very High Energies Essay -- The Universe, Black Hol

Every time a new ‘‘messenger† (different photon wavelengths or a different particle) has added to the list of observables accessible to astrophysicists, the Universe has appeared under a new light: it has revealed surprising features and triggered new questions, ultimately changing our understanding of fundamental physics and cosmology.Examples include the new elementary particles discovered in cosmic rays in the ‘30s and ‘40s, flavor oscillations from the solar and atmospheric neutrinos, or the revolutions brought by radio or X-ray astronomy. The last decade, a new branch of astronomy was born: high energy and very high energy gamma-ray astronomy. Especially, 2OO4 was a very importand year for the gamma-rays astronomy. Firstly it was the year that marked the 30th aniversary of the discovery of the compact radio source Sgr A* (Balick and Brown 1974) which is now strongly believed to be the revelation of a supermassive black hole of a mass of (3 imes 10^{6} M odot ) that seats in the rotanional center of the Galaxy, according to the measurments of star motions near the Galactic Center (GC). Moreover it was the year that the first detection of gamma-rays from a compact region of size (sim 10') around Sgr A* with the INTEGRAL ( extit{International Gamma-Ray Astrophysics Laboratory } ) observatory in the energy rage from 20 to 100 keV (Belanger et al 2004) and with the HESS (High Energy Stereoscopic System) Cerenkov telescope array between 165 and 10 TeV (Aharonian et al 2004) took place. The detection of a high energy radiation source that appears to be pointlike and coincident with the Galactic Nucleus seems to be the reword of 30 years of observations. The GC is now observed also by the Fermi space observatory. When J.Co... ...i.e. within (sim 100 ) Schwarzchild radii of the black hole). This fact must be explained by any model for the TeV gamma-rays and it seems to support the scenario where the gamma-rays are assosiated with electrons accelarated by the pulsar wind nebula. However, protons may be accelarated close to the black hole, but be converted to gamma-rays only after travelling a significant distance away from the accelaration region (e.g. Atoyan n Dermer 2004; Aharonian n Neronov 2005; Ballantyne et al. 2007a). In the scenario presented by Ballantyne et al. (2007a), proton accelaration was assumed to occur at distances only (sim 20-30 ) Scwarzchild radii from the black hole (e.g. Liu et al. 2006). The particles would then diffuse away from the Sgr A* through the magnetized turbulent ISM ? , until possibly colliding with the dense molecular gas in the circumnuclear disk.

Wicked Angel by Taylor Caldwell

Wicked Angel by Taylor Caldwell is a suspenseful and intriguing magnum opus beginning from the very first page; there are no dull moments in the Saint household. Caldwell has a brilliant gift for the creation of characters, as all the characters were so full of life. Angelo Saint was described as the prototypical psychopath that is, â€Å"born without a soul†. An overindulged only child, Angelo has his devoted mother wrapped around his fingers while his more practical father Mark, looks with horrified wonder from the sidelines.Angelo intensely detests his maternal Aunt Alice, who recognizes his social disorder from the start. At the opening of the story, Angelo, then 4, expresses deep rage at Alice and this rage manifested in bouts of wetting accidents. He then attacks Alice by smashing the contents of her purse; he destroys her sunglasses; used her handkerchief as toilet paper and flush some of her money down the toilet. His loving, but foolish mother Katherine condones his a ctions by insisting it was just a childish prank.Mark, however, punishes Angelo. Over the years, Angelo’s cruelties become more subtle and clever. At 6, he discreetly kills a pet dog, which Alice discovers when she visits her sister’s family at their summer place in 1959; he frightens away the birds and woodland creatures, viewing them as â€Å"weak enemies†, and he nearly kills Alice by pushing her over a cliff. Luckily, she is saved, but does not testify against her nephew.Angelo is described as physically large for his age, stunning in appearance and mentally gifted. At 10, he nearly poisons a housekeeper because she senses he is not the â€Å"Angel Saint†, as Katherine calls him; he hounds a classmate out of his prestigious prep school; he pit people against one another and broke a teacher’s arm â€Å"accidentally† during a school football game. He uses charm to get out of every difficulty and has all, but these few, whom he has hurt, fo oled.When Katherine becomes pregnant with a second child in 1963, she senses it is wise not to tell Angelo. He pesters her for information about why she is going to the doctor and once he discovers the secret, kills the unborn child, Katherine, and later perishes. Even his death is bizarre – he trips down a flight of steps, only to land his head on the marble floor below. Katherine dies in the hospital, confiding to Alice that she really knew what an evil son she truly had.

Edmund Fitzgerald essays

Edmund Fitzgerald essays The Edmund Fitzgerald was built in River Rouge, Michigan in 1958 with the hull number 301 (McCall) . The job was completed with the help of one thousand men. The Fitzgerald was seven hundred twenty nine feet long and was the largest freighter on the Great Lakes at the time. Mrs. Edmund Fitzgerald christened it on June 8, 1958 before sliding into the Detroit River (Nolan) . The Fitzgerald set numerous shipping records before its last voyage. In 1964 it became the first Great Lakes vessel to carry more than a million gross tons of ore through the Soo Locks. It then broke its own record by hauling 1.2 million tons through the Locks (Stonehouse 13) . This is why the Fitzgerald was labeled "The Pride of the American Flag" (Stonehouse 13) . Over the years people have speculated what actually happened to the Edmund Fitzgerald. Nobody witnessed the Fitzgerald actually sink so there are many theories of what people think happened. Studies of the wreckage and the sight of where it went down disproved all the theories. Based on the weather conditions, the boats condition, its last voyage, and the Marine Casualty Report an answer of the cause was concluded. The storm was generated over the Oklahoma Panhandle on November 8, 1975. It moved northeasterly towards the Lake Superior. On November 9, the National Weather Service issued warnings of winds of thirty-four to forty-seven knots for Lake Superior ("Marine Accident Report") . They also predicted rain and thunderstorms with waves eight to fifteen feet. At 1:00 a.m. on November 10, the Fitzgerald reported winds at fifty-two knots and waves ten feet tall. At this time the Fitzgerald was twenty miles south of Isle Royal. An hour later the National Weather Service issued a storm warning. The NWS predicted winds now thirty-five to fifty knots northeasterly with waves eight to fifteen feet. At 7:00 a.m. the Fitzgerald was forty-five miles north of Copper Harbor, Michigan and re...

How to Reverse-Outline Your First Draft

How to Reverse-Outline Your First Draft How to Reverse-Outline Your First Draft How to Reverse-Outline Your First Draft By Mark Nichol You know that producing an outline is an effective strategy for helping you organize your writing. Whether the content is a novel, an interview, a review, or any other form of prose, preceding the actual writing with some sort of framework a hierarchical vertical list, a bullet list, an interconnected web of words or phrases provides a structural scheme. But have you ever used a reverse outline? A reverse outline is an evaluative tool you create after you’ve written the content. Although any kind of outline is suitable for this task, for your first reverse outline, use the traditional roman numeral/roman alphabet structure. If you’re reverse-outlining a novel or an essay of more than a few pages, start with a single chapter or a section so you don’t overwhelm yourself. Number each paragraph. On a separate sheet of paper, or in a new online file, list the main point (I), followed by the ancillary points (A, B, C). Rinse and repeat, on or in a single document, for each paragraph. Once you’ve completed the outline, review it and determine whether a paragraph is weighed down by more than one point, whether the points you’ve identified are the ones you want to emphasize, and whether any points are superfluous or misplaced. In addition, consider whether the outline’s organization, and by extension the chapter or article’s organization, reflect your intentions. If not, decide whether you need to revise your intent or the output. (Hint: It’s much easier to adapt a topic or a thesis statement to a piece of writing than the reverse.) Reverse outlining helps you reorganize not only paragraphs but also the entire work. On a paragraph level, determine whether you need to combine, divide, insert, delete, or move. For the work as a whole, revise as necessary to build an argument or carry a narrative. Repeat the process as necessary for a longer piece and if, for example, an extensive article has five sections that you’ve reverse-outlined in as many steps, reverse-outline the whole article as well. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesComma Before ButHow Many Sentences in a Paragraph?

Motivating Secondary Schooling Children Assignment

Motivating Secondary Schooling Children - Assignment Example 195). Sockett's statement expresses a basic premise about the role of motivation: It leads to possibilities for fostering the development of students' potential or "life chances" (Mclnerney & Van Etten, 2001, p. x). In some rare cases the educator is lucky enough to have a group of students who all arrive with enthusiasm for the subject. They have well developed study skills and a strong aptitude towards learning. In these instances the task for the educator is to maintain this enthusiasm and to utilize it to ensure these already advanced students continue to achieve high levels of success. However, the circumstances for educators are often quite different. Their study skills may be underdeveloped and the academic learning may be less than impressive. It is for this reason that an educator should be armed with the knowledge and skill to develop or even create motivation. A central theme of this paper is that teachers have a primary responsibility in education to help students cultivate personal qualities of motivation that can give them resources for developing aspiration, independent learning, achieving goals, and fostering resiliency in the face of setbacks. Perhaps this responsibility is even more important in the context of the motivational problems and challenges faced in the home and in schools in the early 21st century. The research on the issue will include reviewing the literature on motivation and discussing of teaching approaches that stimulate students' motivation. The research paper will also focus on subject interest and draw upon the practical experiences of teachers faced with students whose level of interest in their subject matter is low. Student's discouragement to learn is not uncommon and arises widely throughout the educational system. During the years of compulsory education, the lack of motivation is a matter of constant conc ern. Students are faced with a wide ranging curriculum designed to provide a well rounded education. Amongst the myriad of research subjects there will be some favored topic/subjects, while other subjects may not be that interesting to an individual student. Successful teaching will almost inevitably require the adoption of a different approach to the teaching and learning activities undertaken. Definition and overview of motivation Motivation is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior (Maehr & Meyer, 1997). Motives are hypothetical constructs used to explain why people are doing what they are doing. Motives are distinguished from related constructs such as goals (the immediate objectives of particular sequences of behavior) and strategies (the methods used to achieve goals and thus to satisfy motives). For example, a person responds to hunger (motive) by going to a restaurant (strategy) to get food (goal). Motives are usually construed as relatively general needs or desires that energize people to initiate purposeful action sequences. In contrast, goals (and related strategies) tend to be more specific and to be used to explain the direction and quality of action sequences in particular situations

Is There a Responsibility to Protect in International Law Essay

Is There a Responsibility to Protect in International Law - Essay Example The paper "Is There a Responsibility to Protect in International Law?" evaluates the responsibility to protect and how it reflects the collective interests of the international community thereby emerging as a principle of international law since it is argued that the responsibility to protect is defined by and limited by customary international law. Underlying these two principles is the UN’s founding premise to foster an international community where all states are equal and act for the collective goal of peace within the UN Charter. Efforts on the part of the UN to promote peace will always be tempered by the need to respect the territorial sovereignty and the doctrine of non-intervention. This is so even in instances where the UN seeks to promote the protection of the environment and development. There is a responsibility to protect in international law particularly since the latter is a reflection of the collective â€Å"interests of the international community.† Th e International law follows from the needs of the international community.Historically, the UN has been predisposed to narrow state resort to unilateral action and for states to settle the dispute by virtue of peaceful means. There has long been a disposition toward tolerance of state intervention for democratic change. Clausewitz’s theory on the need for revolutionary change in Europe back in the early 1800s reflects this. In recent years the international customary law has developed a concept of state responsibility.