Don't Loosen Sanctions on Iran

This video simply titled, "Iran Facts" holds many truths..and opinions.Some of the videos first words include pro-west and anti-American, which identifies whom the message is directed to immediately-The West and Pro-Americans.Additionally the time-line narration of Iranian authorities and leaders is thorough and accurate but the story that accompanies their rise to power and their direct stance on nuclear technology (weapons or otherwise) is seemingly void. While I find the quotes to be incredibly threatening, concerning and blunt, I question the accuracy of the words within the quotations simply because they are well-so threatening and blunt-almost unbelievable. With all that said, the video incites an innate reaction of "they don't like us, so I don't like them." and  because of that "they shouldn't have a weapon that could hurt US!" The message, a list of facts (which is actually a sequence of Iranian dialogue)  and cool animations are merely a tool of an pro-sanction agenda. A push to call senators, expanding mushroom clouds and the word "fact" don't necessary coexist in reality.

The actual truth behind Iran's agenda to acquire nuclear technology resides strictly to Iran, and while the rest of the world should not take this lightly, videos like this only extend the back-and-forth rhetoric. Yet, despite the misleading title and the not-so hidden agenda, sanctions should not be lifted. The continuation of these economic penalties do in deed have a purpose and a need, surely justified by the very WORDS Iranian leaders chose to use. Depending on who is asked, they are not empty threats, but merely promises that have yet to come to fruition. And so action is required, but I question whether sanctions are the only means aside from military force that can or should be implemented.  

Program Outline and timeline

In this online blog project you are being asked to search the web for information related to the nuclear power program undertaken by Iran. I would like you to look at sources of media surrounding this particular issue to see how Iran, its neighbors, 'the Middle East', nuclear power/weapons, ‘nuclear countries’, oil, geopolitics etc were being portrayed. What can we learn about the place of Iran from this differing coverage? What can we learn about those who are writing about Iran from this coverage? In other words, how is media-even global media-place based? You will need to do 3 posts over 3 weeks. You can chose to structure your posts chronologically, or regionally, or just jump into whatever aspect excites you the most--this is YOUR blog. Timeline 11/14-12/05 post to the blog (original posts and responses) by 12/07 all posting and replies end 12/16 turn in write-up

The Directions

One of the themes of this course is how do we learn about other places, and particularly places in the Middle East. In this blog you will be discussing the coverage of, assumptions about, and [expected] outcomes of the nuclear power/program in Iran. What can we learn about Iran? About geopolitics? Energy as a source empowerment or weaponry? And of course how our geographic imaginations of Iran are shaped by what is said about it in the wide world of media. Here is what I will be looking for in your online participation: Regular participation!– I expect you to contribute your thoughts to your groups’ blog regularly throughout the 9 days of the project. Don’t just drop in once or twice and expect a good grade. You are expected at a minimum to upload 3 items (with a discussion of what you see) and respond to at least 3 posts by your groupmates. This level of participation, if done well, can earn you a B, but more is needed for that coveted A. Interesting and diverse postings—are you only looking at CNN? Not that CNN is wrong, their articles should be on the blog too, but try also looking farther afield. This could be news sources from around the world, or different types of media (cartoons, Youtube, mashups, flickr, etc) Depth of reflection and analysis– once you have found an item to share with the group, don't just state an opinion and stop, develop your ideas, show why you view the item the way you do. Don’t be afraid to share experiences where relevant, but always keep your tone and content respectful; A willingness to examine your own assumptions –the best way for YOU to get credit for examining your assumptions is if others (graciously and respectfully) point out the assumptions you are making. Thus don’t be afraid to disagree with each other. Or even if you do agree, can you find a source that wouldn’t? What are the assumptions that separate the two? Direct references to reading material when called for. Here is what to avoid: 1. Attacking another point of view or person; disagreeing is fine, but be respectful and give your reasons, simple yes or no responses; 2. Long winded responses in most cases a few well developed paragraphs should do, 3. Late responses be sure to participate in the dialogs during the time period in which the topic is up for discussion.

What to do

For every post, you will need to complete one of two following types of tasks keeping in mind the directions above. TASK ONE - ORIGINAL THOUGHTS, ORIGINAL POSTS The first task is to create at least three new threads (starting messages) over the project timeframe that pose significantly different points than those already offered. This is where you upload or post your media source and your original analysis of it. These must be completed by April 15th in order for your peers to have an opportunity to reply back to your ideas. It will be to your benefit to contribute your first thought early (to avoid having to read all other messages in order to see what points have not yet been made). TASK TWO - CARRYING AN IDEA FARTHER The second task is to make at least three new replies to blog threads started by other members of your group. The responses to others can answer questions posed, amplify and support points (with evidence and observations), or question and pose counter-arguments to points made by others (with evidence and observations). You can make your replies in text alone or add media your replies. These responses can diverge, reflect or support other statements already offered. However, each contribution must offer significant additional information (i.e. -- an "I Agree!" message will not earn points). When you are presenting any media, fact, or statements that state a conclusion, you are responsible for properly citing your sources so that the statements can be verified or clarified. This is particularly important with the media—let us see it, even if you just upload a picture from a news story include the link so that we can follow it back and see the image in its original context. You can link this information to the title of your post and/or list it in the "List of our Sources" widget at the bottom of the page. If you are using yourself and your personal experience as the source, then you must make this obvious, such as "based upon what (Iranian) friend's father told me, the city of Tehran is full of coffee shops where people talk about politics. This helps explain this sentence in my article_________." Or "After my mom explained how she felt when the American hostages were taken, this __________ sentiment made more sense to me." You are encouraged to bring your personal experiences into the discussions. The purpose of discussions within the course is to share experiences and backgrounds, as well as perceptions and ideas, so that we can learn in a peer-to-peer manner. Please realize that my role as the instructor is to monitor the discussions but I will generally refrain from participating unless the conversation needs guidance into another direction. Comments to the class will reflect the entirety of the discussions observed and your grade will be based on your successful completion of the requirements (specified above).

Questions to ask of media sources

Some questions that you may wish to consider as you look at the various texts include: a) What are the primary concerns of each author as revealed in the representation/text? b) Who or what are the author’s sources? How did he/she obtain the information? c) For whom is the author writing and how does this affect the themes discussed and the overall presentation? d) What is the general impression given? Can you identify a master metaphor? e) What kinds of details are given, what details are excluded, and why? f) Are the various representations consistent with one another? If not, why not? g) How has the representation of this place evolved over time?

code of conduct: the rules

You are expected to treat your instructor and all other participants on the blog with courtesy and respect. Your comments to others should be factual, constructive, and free from harassing statements. You are encouraged to disagree with other students, but such disagreements need to be based upon facts and documentation (rather than prejudices and personalities). Students will need to contribute in intelligent, positive, and constructive manners within the activity. Unprofessional or disrespectful conduct will result in a lower grade for this assignment. Behaviors that are abusive, disruptive, or harassing will result in being denied further access to the blog and may result in further disciplinary actions. Warnings will not be given; part of the learning process in this course is respectful engagement of ideas with others.

News Sources generally in region

Partial list of resources (includes only Internet-searchable resources) General World newspapers (sources list) Local media around the world (sources list) Arab Net TradeArabia.com Om al-Dunya (Arabic and English) Country by country profiles Commentaries Café Arabica Mid East Web (Multilingual Israeli site) Arabia.com Selected institutions Al-Ahram Center for Political and Strategic Studies L’Institut du Monde Arabe (Paris) Khalil Sakakini Cultural center (Palestine) Newspapers and news sources Regional Al-Jazeera (English) As-Sharq al-Awsat (Arabic) Arabic News (English) Middle East Online (Arabic & English) Al-Hayat (Arabic) Dar al-Hayat (English) Algeria Al-Khabar (Arabic) El-Moujahid (French) El-Watan (French) Al-Youm (Arabic) Horizons (French) La Liberté (French) Le Matin (French) La Nouvelle République (French) Bahrain Al-Ayyam (Arabic) Gulf Daily News (English) Bahrain Tribune (English) Akhbar al-Khaleej (Arabic) Djibouti La nation (French) Egypt Al-Ahram (Arabic) Al-Ahram Weekly (English) Akhbar al-‘Ummal (Arabic) Al-Gumhuriyyah (Arabic) Al-Wafd (Arabic) Middle East Times (English) Al-Ahali (Arabic) Cairo Times (English) Al-Masa’ (Arabic) Ash-Sha’b (Arabic) Iraq Electronic Iraq (English) Iraq Press (English & Arabic) Iraq Today (English) Baghdad Bulletin (English) BBC Iraq (English) Institute for War and Peace Reporting (English) Kurdish Media (English) Kurdistan Democratic Party (English) Patriotic Union of Kurdistan (English) Jordan Jordan Times (English) Ad-Dustur (Arabic) Al-Ra’y (Arabic) The Star (English) Kuwait Al-Rai’ al-Aam (Arabic) Al-Watan (Arabic) Kuwait Daily (English) Lebanon The Daily Star (English) As-Safir (Arabic) Al-Anwar (Arabic) Al-Liwa’ (Arabic) An-Nahar (Arabic) Al-Mustaqbal (Arabic) L’Orient le jour (French) Libya Al-Fajr al-Jadeed (English) Al-Fajr al-Jadeed (Arabic) Al-Fateh (Arabic) Al-Jamahiriyyah (Arabic) Al-Shams (Arabic) Al-Zahf al-Akhdar (Arabic) Morocco Al-Anba’ (Arabic) As-Sabah (Arabic) Morocco Today (multi-lingual) Palestine The Electronic Intifada (English) Palestine News Agency (WAFA) (English, Arabic, Hebrew, French) Jerusalem Media and Communication Center (English) Al-Ayyam (Arabic) Al-Hayah al-Jadidah (Arabic) A-Quds (Arabic) Al-Manar (Arabic) Fasl al-Maqal (Arabic. Israeli-Arab) Qatar Al-Rayah (Arabic) Al-Watan (Arabic) Gulf Times (English) Saudi Arabia Aj-Jazirah (Arabic) Al—Mojaz (Arabic) Ar-Riyad (Arabic) Arab News (English) Al-Yaum (Arabic) Muheet (Arabic) Okaz (Arabic) Sudan Al-Ra’y al’Aam (Arabic) Al-Mehairah (Arabic. Islamist) Syria Syria Times (English) Tishreen (Arabic) Al-Thawra (Arabic) Al-Ba’th (Arabic) Tunisia Akhbar Tunis (Arabic) Al-Hurriyah (Arabic) La Presse (French) Le Renouveau (French) United Arab Emirates Gulf News (English) Al-Khaleej (Arabic) Khaleej Times (English) Dubai News (English) Yemen Yemen Times (English) 26 of September (Arabic) Al-Thawrah (Arabic)

Think Tanks

Think Tanks that might have Policy Papers to look at: Stanley Foundation Media Think Tanks Poynter Institute World Journalism Institute Robert C. Maynard Institute for Journalism Thompson-Reuters Foundation International Institute for Journalism World Press Institute (right in your own backyard!) Center for Public Media Non-Press Think Tanks Council on Foreign Relations Center for Strategic and International Studies Middle East Institute International Crisis Group Center for American Progress World Affairs Councils ISIS Woodrow Wilson International Institute for Strategic Studies

NAMES

This blog is for Pete, Eric, Tara, Sierra, Tim, Olivia, Chris, Victoria, and Brandy