The Release Of U.s. Army Sergeant Bowe Bergdahl - 1793 Words

In 2014, the release of U.S. Army Sergeant Bowe Bergdahl from Taliban forces in Afghanistan made headline news across the world. Initial reports were celebratory but were short lived in the United States, as controversy exploded with Republican officials vocally challenging the narrative and worthiness of President Obama’s executive order in facilitating Bergdahl’s release in exchange for five senior Taliban officials being held at Guantanamo. Bergdahl’s character was called into question as both he and President Obama were vilified in the shifting chorus of media coverage, with many news outlets playing up the â€Å"controversy† of the President’s action and Bergdahl’s supposed ignoble character. Given the media coverage of this event and†¦show more content†¦For Israel, Shalit was a national cause. Conversely, Bergdahl was anything but a national cause. After initial news reports of his, his name faded into obscurity. Between June 30th, 2009, the date of his capture, and May 31st, 2014, the date of his release from Taliban forces, mention of Bergdahl in news media can be traced back to 10 events: five video releases by the Taliban with Bergdahl, three statements issued by the U.S., and two statements issued by his parents regarding his captivity. While of course there were more news stories regarding Bergdahl captivity over this time period, most news coverage corresponded with these 10 events. Hardly a national cause. What this paper seeks to address are the differences and underlying reasons in media coverage and national perceptions, as demonstrated by the case of Bergdahl and Shalit. Despite the remarkable similarities between the two stories of their captivity and release, why did each play out so differently in their countries’ respective media outlets? These two cases can help us understand what role the media plays in delivering the news and how certain news is framed and for what purpose. It also demonstrates the role that partisan coverage plays in the current media environment and how those narratives define perceptions of the event and essentially tell the viewer what to believe, instead of giving them information to make their opinions. Mass Media in the United States

Plot Analysis for “A Rose for Emily” Free Essays

Plot analysis of â€Å"A Rose For Emily† William Faulkner’s, â€Å"A Rose for Emily† is a story with a southern gothic style. The tragic story is told to readers through an anonymous narrator that speaks on behalf of the town’s people, but is not close to Emily, the protagonist, personally. This narration helps sustain a level of curiosity about Emily since readers cannot gain personal insight into her life and psyche. We will write a custom essay sample on Plot Analysis for â€Å"A Rose for Emily† or any similar topic only for you Order Now It is commonly expressed that the two things of certainty in life are death and taxes, death being one of the main themes that runs throughout the story. There is a time when Emily seems to be above human certainty in the way of taxes. This aversion to one certainty seems to amplify the other in her life, because the rest of the story contains nothing but death; the death of people, beauty, ideals, everything that once guarded Emily from the rest of the world. Even though it is in vain, the protagonist’s motivation behind everything she does is to make time stand still, thus trying to avoid the other human certainty, death. As a result of the story beginning with Emily’s funeral, readers are introduced to Miss Emily’s struggle with her antagonist, time, through the setting she lives in. Miss Emily represents a bi-gone era, one that she veils her life of seclusion in, refusing to face the passage of time around her. Her house is in a state of decay just like her body, both marking their loss to time. It was a house that, â€Å"had once been white, decorated with cupolas and spires and scrolled balconies†¦set on what had once been our most select street†(91). The house’s description seems to mimic Emily’s life because at one time she is described as a, â€Å"slender figure in white†(93) and it is said that â€Å"None of the young men were quite good enough for Miss Emily†(93). It’s as if the house’s once desirable location imitates Emily’s one time desirability among suitors. This symbolism is used again when the house is described as, â€Å"lifting it’s stubborn and coquettish decay above the cotton wagons and the gasoline pumps†(91). The house is more of an out-of-date nuisance than an object of admiration, as Emily herself was before her death. Faulkner’s use of the word coquette, points to his intention for readers to see the symbolism of Emily’s and the house’s battle with time, because a coquette is a woman who endeavors without sincere affection to gain the admiration of men. Since Emily at one time had the admiration of men, she continues to behave as if time has not taken a toll on her desirable appearance before men, thus making her act as if she is still above their law. The town’s mayor, Colonel Sartoris, promotes this thinking by remitting Emily’s taxes after her father’s death. The colonel spins a tale to explain, saying that the tax remittance is to pay back her father for money he loaned the town. A story no one believes according to the author, except a woman. The author says, â€Å"When the next generation, with its more modern ideas, became mayors and aldermen, this arrangement created some little dissatisfaction†(91). When the new mayor personally writes Emily to inform her she must pay taxes like the rest of the community, the author describes Emily’s reply as representing the forgotten past. The story says the mayor, â€Å"received in reply a note on paper of an archaic shape, in a thin, flowing calligraphy in faded ink, to the effect that she no longer went out at all. The tax notice was also enclosed, without comment†(91). Emily does everything as if no time has passed. As a result of Emily realizing she cannot stop time, she chooses to shut out the passage of time in the world around her, by living a secluded life. The narrator says, â€Å"After her father’s death she went out very little; after her sweetheart went away, people hardly saw her at all†(92). It’s at this time that the narrator informs readers about a strange smell emanating from Emily’s house, a smell that the passage of time produces to betray her. Because Emily represents a time where people are limited by the role of class and gender in society, this limiting mind-set is what the towns people use as an excuse for the troubling smell. The author says, â€Å"the only sign of life about the place was the Negro man-a young man then-going in and out with a market basket. â€Å"Just as if a man-any man-could keep a kitchen properly,† the ladies said; so they were not surprised when the smell developed†(92). This same limiting mindset re-emerges when the Aldermen of the town meet to discuss a solution to the rising complaint of the gross smell. When the young man in the group of Aldermen, who represents the rising generation, suggests what he believes to be a simple solution of confronting Emily about the smell, he is quickly rebuked. The judge cuts him off by saying, â€Å"Dammit sir,†Ã¢â‚¬ ¦Ã¢â‚¬Å"will you accuse a lady to her face of smelling bad† (93)? Similar to Emily, the older men restrict their decisions based on tradition, thus denying the evidence that time produced to bring her to justice. In the end, it is the passage of time that plays the role of Emily’s antagonist. Despite her efforts of seclusion and refusal to change, time has its way with Emily and everything she clings to. One passage refers to a gold chain she wears with the end tucked in her waist; on the end of the chain is a watch. Emily carries her antagonist with her as if she believes its closeness will keep it from sneaking up on her; as if her own stubborn will set beside it, could stop the cursed mechanism from ticking forth its unpleasant reminder. How to cite Plot Analysis for â€Å"A Rose for Emily†, Essay examples

Overview of Emerging Technology Employment - MyAssignmenthelp.com

Question: Discuss about the Overview of Emerging Technology Employment. Answer: Introduction: The work which is done without any human assistance by the use technology is known as automation (Groover 2016). This the use of several control systems so as to control the equipments. this report discusses about the automations that threatens several jobs along with how the risk of eliminating the job of human is eliminated. Discussion: There are several jobs which are unlikely to be replaced by the computers or robots few of them are listed below: Teachers of elementary school: The complex and unpredictable nature of the children are completely mysterious for the robots. The requirement for dealing with the vast range of emotions along with the depth of the human experiences is far behind the range of artificial intelligence (LaGrandeur and Hughes 2017). There are no threats for this job in the near future but certainly the peoples associated should be more caring for the childrens along with being more dedicated for the job. Oral Surgeons and Maxillofacial Surgeons: There is a requirement of highly specialised surgeons for performing operations on teeth, jaw, and face. Till now it is not possible for the autonomous robots to perform such operations but its not impossible (Mathiason et al. 2014). There are various nerve endings and delicate balances for striking that is the eye of humans. Along with this the face, jaw, and head differs accordingly. Till now there is no threat from the robots or computers but getting more accurate with less errors is very much need. Healthcare Social Workers: The main requirement of this profession is the ability of dealing with the emotional intelligence and have a wide knowledge about the conditions, symptoms and the history of the patient. Due to this fact the robots are unlikely to never replace this professional as it is not able to grasp the emotional complexities (Mathiason et al. 2014). People should be trained accordingly so as to understand the condition of the patient more efficiently and provide solutions to them. Speech Language Pathologists The people associated with this profession are mainly associated with helping people who are having problem in their speech. The problem may range from medical to psychological reasons and beyond, which means that there are specific needs of each patient (LaGrandeur and Hughes 2017). This is one thing which the robots are not capable of coping up. Conclusion: Automation is very much trending in todays world which threatens the jobs of human. But certainly there are fields which are unlikely to be replaced by the humans or computers. References: Groover, M.P., 2016.Automation, production systems, and computer-integrated manufacturing. Pearson Education India. LaGrandeur, K. and Hughes, J.J., 2017. Introduction: An Overview of Emerging Technology and Employment in the Early Twenty-First Century. InSurviving the Machine Age(pp. 1-18). Springer International Publishing. Mathiason, G., Cerilli, J., Gordon, P., Kennedy, P., Lee, T., Lotito, M., Notestine, K., Pierce, N., Ryu, E., Schuman, I. and Weiner, P., 2014. The Transformation of the Workplace Through Robotics, Artificial Intelligence, and Automation.

Teaching and Learning Techniques free essay sample

Teaching Environment I am currently teaching the BTEC Sport: Performance and Excellence (level 3) to eleven full time students. The course content is competency based and focuses predominately on the psychomotor domain. Topic: Balanced Diet Lesson Plan 3 (please see appendix 1) Theory: Blooms Taxonomy When investigating the possible theories that could be applicable to the course content that I am currently delivering it became apparent that there was a possible synergy between Bloom taxonomy of learning (cognitive domain) and Sports Nutrition unit, which has both theoretical and practical content. How does theory potentially impact on learner achievement? The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. http://www. nwlink. com There are six major categories, starting with the lowest order process and progressing to the most complex. We will write a custom essay sample on Teaching and Learning Techniques or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Production of a lesson plan incorporating all six stages will offer learners the opportunity of achieving distinction level in the BTEC unit. I introduced the theory into a lesson plan based on creating a balanced diet and was able to identify progressive activities for each stage of Blooms cognitive domain. Some input on sources of nutrition had been delivered in the previous learning so entry level behaviour was confirmed through an introductory activity. All developmental activities were delivered in short time spans with 20 minutes being the longest. Learning was confirmed after each stage using a range of assessment methods. The latter increased in complexity as the lesson content moved from knowledge to application. The first stage focuses on knowledge and what the learner is able to remember. They can exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. The first assessment activity in the lesson required students to complete gapped hand-outs on a variety of food. For the second stage learners were asked to compare Nutrients and Non nutrients and when the differences had been identified; provide examples of foods for each heading this enabled them to demonstrate understanding of nutritional facts. In order to achieve the level required for Application students were required o use their new knowledge and produce a food pyramid. The task required extrapolation of relevant existing information and reconstruction to provide a visual diagram of balanced dietary needs. The remaining stages of Blooms taxonomy could only be completed in independent study time. The first assignment focused on the process of analysis and was mandatory for students. They were asked to analyse the vitamin and nutritional content of a range of foods that may be relevant to a sports performer. The relationship between different foods in maximising energy was also to be investigated. To encourage synthesis learners were asked to design a food log that can be used to record daily food and fluid intake. To demonstrate skills of evaluation students were required to select t s trom each group and plan a breakfast lunch and dinner. How does theory encourage individual learning? Individual learning was encouraged as the stages of analysis; synthesis and evaluation were given as 3 assignments to be completed independently. Successful completion of all assessment activities and the production of a summary report on vitamins and nutrients contained in a selection of foods (analysis) enabled learners o achieve a pass in the topic. Successful Completion of the remaining two assignments would move them up to merit and then distinction grades. How does theory facilitate group learning? There was some pair work and small group research but as this theory focuses on six stages of sequential progress it may be that group work is only viable in the lower order processes. How does theory embed elements of functional skills? To fulfil all stages of Blooms taxonomy within the chosen unit English, ICT and maths would be embedded. How does theory promote an inclusive learning environment? Students followed stages at the same time during the lesson. No restrictions were placed on types of food that could be researched, allowing student with differing diets and consequently different prior knowledge to be fully included. 654 words) Topic: Sports Drink Research Lesson Plan 7 (please see appendix 2) Theory: Experiential learning The emphasis in this unit is on encouraging learners to utilise the theoretical aspects of energy requirements, meal planning and hydration and then to contextualise these points for a named sports performer. This will include considering factors such s age, gender, training schedules, competition requirements and specific body measurements, in order to devise a realistic plan. The experiential learning cycle gives learners a clear s tructure and facilitates linkage between the theoretical and practical aspects of learning. How does theory potentially impact on learner achievement? Depending upon the situation or environment, the learners may enter the learning cycle at any point and will best learn the new task if they practice all four modes. As the BTEC course content requires theoretical understanding and practical application t was possible to construct a lesson plan using the Honey and Mumford cycle containing four stages of learning: having an experience, reviewing the experience, concluding from the experience and planning the next steps. All students had completed Gardners multiple intelligences questionnaire at the start of the course but as this focused on the VAK learning styles I asked them to complete the short version of the Honey and Mumford questionnaire. Analysis of the questionnaires showed that all four learning styles were covered in the student group, although the majority fell into the activist or pragmatist categories. The lesson content focused on Hydration and the Sports Performer. The objectives of the lesson were to explain the importance of sports drinks during sport and fluid intake needs, make isotonic / hypertonic and hypotonic sports drinks, identify which sporting activities different drinks can be used for and produce a poster on hydration and sports activities. The initial lesson activity was a recap on the previous session which nad tocused on the principles of hydration. A question and answer session established the entry level behaviour and confirmed that students had the underpinning knowledge required or the current lesson. The beginning of the learning cycle content was a practical activity designed to engage the activists at the start of the lesson. They were asked to make 3 types of sports drink and then taste to see if they could tell the difference. A hand out containing recipes and underpinning knowledge for the types of drink was given at this stage so that reflectors had the written input at the same time. This was followed by a discussion on the importance of sports drink and fluid intake needs, supported by the hand-out on the topic. The aim was to engage the reflectors who ike to start with investigation or observation before making any commitment. Data and analysis helps reflectors comprehend the different angles and perspectives so statistical information was provided in the written information. In order to develop the subject and to accommodate theorists, learners were asked Identify which sporting activities different drinks can be used for and then plan sports drinks for 3 different sports. In the fourth stage of the lesson a range of commercial sports drinks were provided and students asked to identify which group the drink belonged too. This required analysis and categorisation of each product enabling the pragmatists to apply their new knowledge in a task orientated way. The final activity was production of a poster on hydration and sports activities. As this would form part of their assignment on hydration and sports performance a draft version was completed during the lesson. This allowed the learners to consolidate their learning in an inclusive environment and with group support. How does theory encourage individual learning? It engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning requires qualities such as self-initiative and self- evaluation. Despite having the same learning experience, each individual will construct an individual meaning that is in part related to their learning preferences. How does theory facilitate group learning? Honey and Mumfords learning cycles worked well in the classroom setting as all learning preferences were covered. Different learning styles are effective during group research as it increases the potential for all aspects of the research to be covered. How does theory embed elements of functional skills? Opportunities for personal, learning and thinking skills are embedded in the learning theory and lesson content. Creative thinkers, Reflective learners and Self-managers will develop skills by planning a hydration plan for a selected sports performer for a selected sports activity. (746 words) EVALUATION Feedback From Students (4. 2): l really enjoyed this unit, especially getting the opportunity to make our own isotonic drinks. However, tots of written work meant I found it difficult to absorb all the information. One of the most interesting things was finding out about my learning tyle, now that know I am a kinaesthetic learner it makes a lot more sense why I enjoy the practical sessions so much more. l liked the plan, do, review type working as I found it helped me understand the process better. Evaluation of teaching theories and strategies used (4. 2, 4. 3): The use of Blooms taxonomy of learning for the cognitive domain fits in well with the structure of a BTEC and the multiple grade options. It was difficult to apply the levels within a single lesson but would be suitable for use over an entire unit with a longer period of time for development. The ontent of the sports nutrition unit focuses on students developing a broad knowledge the subject matter and its relationship to sports performance. Several of the units that I delivered at the beginning of the year were more linear in structure and would be a better choice as students focus on developing a particular skill to the highest standard possible. Experiential learning worked well in the lesson and the learners responded in a positive way. By providing direct experience in addition to standard written and visual materials, learners with different types of learning styles nd strengths were accommodated. I would use this learning model in future to ensure that teaching activities give tull value to each stage ot the curriculum. Personal Strengths (4. ): Due to my business background I found using Experiential Learning relatively easy to implement within the framework of the Sports Nutrition unit. By encouraging students to follow the process of the four stages of learning within this model they quickly learnt to analyse their work and this enhanced the amount of learning that took place. I also found that I was able to de liver the practical elements of the unit, uch as making an isotonic drink, in a fun, engaging way, which saw the students engage in some principles of science in such a way I have not seen before. Personal Areas for Improvement (4. ): I was not happy with the way in which I delivered the lesson on Balanced Diet, using Blooms Taxonomy. I found it difficult to grasp when I should use which stage for optimum effect and this lead to me trying to cram them all in. On reflection I need to enhance my understanding of Blooms Taxonomy and consider which lessons to use it in more carefully. APPENDICES APPENDIX 1 Unit 11: Sports nutrition Lesson plan 7 Class: BTEC Performance and Excellence Time available: 2 hours Date: Topic: Sports drinks research Expected entry behaviour: Learners will be able to conduct independent research and produce written guidance notes. Objectives: Learners will be able to: 1 . explain the importance of sports drinks during sport and fluid intake needs 2. make isotonic / hypertonic and hypotonic sports drinks 3. Identify which sporting activities different drinks can be used for 4. Produce a poster on hydration and sports Time Teacher activity Student activity Resources Assessment Introduction 5m Health and safety Recap on previous session activities Objectives of lesson Hand out on hydration ENG MAT Development Ihr 30m Sports drinks research lesson 7 20m Tutor to provide ingredients and equipment. groups of students each type of drink. 20m importance of sports drink and fluid intake needs 20m Identify which sporting activities different drinks can be used for. 20m A range of sports drinks to be provided students to identify which group it belongs too. 40m, Example ot general hydration poster to be shown Make a sports drink. Students try drinks from each group Discussion on types of sport drink Individual work P lan sports drinks for 3 different sports small group research select a drink and analyse content.