River Skipper Dear Professor Anderson free essay sample

Little Johnny, with his new toy, the River Skipper boat. According to Lord Greene, Little Johnny likes to play around the center of the Greene Hilly estate, near the South Bridge. He has to release his boat somewhere along the Raging River and Lord Greene wants to suggest that he put it near the South Bridge and then retrieve the boat at the North Bridge. However, Lord Greene is concerned if Little Johnny will reach the North Bridge in time to retrieve the boat from the river. Therefore, we need to find out how fast Little Johnny has to travel to retrieve the boat, whether it be in a straight path through the woods or along the driveway. Also, Lord Greene’s engineers informed us about the velocity setting that is currently being used for the River Skipper, V1 (x) = 1+5 cos2 x2, but they are also considering to use V2 (x) = 5 cos2 x2. We will write a custom essay sample on River Skipper Dear Professor Anderson or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Our primary objective is to find the fastest rate for Little Johnny to travel to the North Bridge and to also find his rate if he were to travel along the driveway. To find his rate, we will use the formula distance = rate x time. However, the difficulty of this problem is finding the time that it takes the River Skipper to get from the South Bridge to the North Bridge with each velocity setting. Finding the time is difficult because the rate of the River Skipper is always changing at each position. To overcome this difficulty, we found the area under the curve of the Raging River and subdivided it into smaller intervals. This overcomes the difficulty because the rate is considered to be fairly constant within each smaller piece of area and results in an approximation of the rate of the River Skipper. First, we used the distance between two points formula (x2-x1)2+(y2-y1)2 to find the distance between the South Bridge and the North Bridge to determine Little Johnny’s straight path. Additionally, we used the arc length formula 1+(f? x)2 to determine the distance along the driveway. Following that, we subdivided the Raging River (y = sinx) into 1000 intervals between the South Bridge (0,0) and the North Bridge (0. 877, 0. 769). The distance of each interval was found by using the distance between two points formula and the right endpoint of each interval was used for the position. The position of each interval was inputted into each of the velocity settings. Then, the distance between two points of each interval was divided by each of the velocity settings using position as a function of x. Using this formula, 1000 intervals were summed together resulting in the time that it took the River Skipper to travel along each interval. Using the calculated time of the River Skipper and the distances of the two different paths, we used r = d/t to find the rate that Little Johnny had to travel. As a result, the distance between the South Bridge and the North Bridge through the woods, in a straight path, is 1. 7 and along the driveway is 1. 22. The total time that it took the River Skipper to travel by using the first velocity setting is 0. 216 and for the second velocity setting is 0. 267. Therefore, using the first velocity setting, Little Johnny would run in a straight path at a rate of 5. 42 and along the driveway, he would run at a rate of 5. 65. Using the second velocity setting, he would run in a straight path at a rate of 4. 39 and along the driveway at a rate of 4. 57. Distance between South Bridge and North Bridge * Straight Path – 1. 17 * Along Driveway – 1. 22 * Total travelling time of River Skipper V1 – 0. 216 * V2 – 0. 267 * Rate of Little Johnny using V1 * Straight Path – 5. 42 * Along Driveway – 5. 65 * Rate of Little Johnny using V2 * Straight Path – 4. 39 * Along Driveway – 4. 57 Overall, we feel that Little Johnny would run faster in a straight path through the woods at a rate of 4. 39 with the River Skipper set at the second velocity setting. In doing so, Little Johnny will be able to reach the North Bridge before his boat arrives. Also, if he were to travel along the driveway, he would have to run faster to retrieve his boat since his rate would be.

Patient Education Plan Essay

Patient Education Plan Essay Patient Education Plan Essay Patient Education Plan Jeremy McGregor Nur /427 Patient Education Plan This is a 65 year-old female who has a weight of 77.1 kg. She presented to the emergency room with increased lower abdominal pains (cramps), diarrhea for past five days, and decrease nutrition consumption because of pain. She states she has lost some weight over the past week but does not know how much. She has increased fatigue and weakness. She has allergies to Lipitor, Demerol, Florinef Acetate, penicillin, Vancomycin. The patient lives at home with her spouse and has a few friends she sees on a regular basis. The patient states she has never smoked, nor has she ever drunk alcohol and no one in the house does either. She does consume 3-4 diet pops a day that contain caffeine. The patient states she has no medical training or knowledge other than the conditions, which she has a history of. She seems to have memory deficits of unknown etiology and very high anxiety issues with very high dependency or separation issues (needing someone near her at all times and demanding). The patien t’s medical history consists of kidney stones, urinary tract infection (UTI), high cholesterol, irritable bowel syndrome, diabetes mellitus (Type 1), acid reflux, allergic rhinitis, addison’s disease, osteoporosis, osteopenia, anxiety, and depression. She has a surgical history of: cholecystectomy, colonoscopy, liver biopsy, and hysterectomy. After asking the patient how she learns best, she states â€Å"I learn better with a hard copy and someone going over the information me and my husband.† Also assessed were her needs. The acute stage she needs IV access, pain meds, a strict diet of nothing by mouth or minimum, sips of water, IV fluids for dehydration, glucose control, urine sample, stool sample. The next stage of care would most likely consist of a gastroenterologist consult, x-ray (abdomen), CT scan (abdomen), colonoscopy, gastroscopy, and eventually a nasogastric tube. Depending on her nutritional status, her (5-10 day-range) needs may be total parenteral nutrition (TPN) if she cannot have anything on her stomach. Ulcerative Colitis Introduction to Ulcerative Colitis (UC): Ulcerative colitis is a chronic disease process. UC is predominantly seen between the ages of 13-25 and is less likely to be diagnosed in the later years (50-70) (Ulcerative Colitis, 2006). Studies show a hereditary connection and 2 out of 10 people diagnosed have another family member with UC too (Ulcerative Colitis, 2006). Ulcerative colitis symptoms are caused by inflammation and sores, called ulcers, which normally first appear in the rectum and large colon. UC is confused with crohn’s disease quite often because of the symptoms, but UC is limited to the large intestine (colon) and the inner most wall of the intestine, where Crohns can attack any portion of the bowel and the entire wall of the intestine (Crohn's & Colitis Foundation of America, n.d.). These areas of inflammation and sores can form pockets of pus and start bleeding. As stated by the CDC (2011), â€Å"the stool is generally bloody and may be associated with cramping abdominal pain and severe urgency to hav e a bowel movement. Loss of appetite and subsequent weight loss are common, as is fatigue† (para. 8). UC has no direct cause and there is no cure for the condition at this time. UC is a disease managed by long-term interventions such as diet and stress management, along with medications. Age and Developmental issues: The female patient is 65 and does have some short-term memory deficits, which make teaching a little difficult. She seems to have a high level of understanding even though she does not have any medical experience, her problem is remembering. Small pieces of information in short and frequent intervals would be the best plan for educational comprehension, making sure reinforcement of previous instructions is incorporated. Ensuring her spouse is in the room to aid in the education and learning process should be a

Rare Earth Elements (Metals) - List

Rare Earth Elements (Metals) - List This is a list of rare earth elements (REEs), which are a special group of metals. Key Takeaways: List of Rare Earth Elements The rare earth elements (REEs) or rare earth metals (REMs) are a group of metals found within the same ores and possessing similar chemical properties.Scientists and engineers disagree on exactly which element should be included in a list of the rare earths, but they generally include the fifteen lanthanide elements, plus scandium and yttrium.Despite their name, the rare earths arent actually rare with respect to abundance in the Earths crust. The exception is promethium, a radioactive metal. The CRC Handbook of Chemistry and Physics and IUPAC list the rare earths as consisting of the lanthanides, plus scandium and yttrium. This includes atomic number 57 through 71, as well as 39 (yttrium) and 21 (scandium): Lanthanum (sometimes considered a transition metal)CeriumPraseodymiumNeodymiumPromethiumSamariumEuropiumGadoliniumTerbiumDysprosiumHolmiumErbiumThuliumYtterbiumLutetiumScandiumYttrium Other sources consider the rare earths to be the lanthanides and actinides: Lanthanum (sometimes considered a transition metal)CeriumPraseodymiumNeodymiumPromethiumSamariumEuropiumGadoliniumTerbiumDysprosiumHolmiumErbiumThuliumYtterbiumLutetiumActinium (sometimes considered a transition metal)ThoriumProtactiniumUraniumNeptuniumPlutoniumAmericiumCuriumBerkeliumCaliforniumEinsteiniumFermiumMendeleviumNobeliumLawrencium Classification of Rare Earths The classification of the rare earth elements is as hotly disputed as the list of included metals. One common method of classification is by atomic weight. Low atomic weight elements are the light rare earth elements (LREEs). Elements with high atomic weight are the heavy rare earth elements (HREEs). Elements that fall between the two extremes are the middle rare earth elements (MREEs). One popular system categorizes atomic numbers up to 61 as LREEs and those higher than 62 as HREEs (with the middle range absent or up to interpretation). Summary of Abbreviations Several abbreviations are used in connection with the rare earth elements: RE: rare earthREE: rare earth elementREM: rare earth metalREO: rare earth oxideREY: rare earth element and yttriumLREE: light rare earth elementsMREE: middle rare earth elementsHREE: heavy rare earth elements Rare Earth Uses In general, the rare earths are used in alloys, for their special optical properties, and in electronics. Some specific uses of elements include: Scandium: Use to make light alloys for the aerospace industry, as a radioactive tracer, and in lampsYttrium: Used in yttrium aluminum garnet (YAG) lasers, as a red phosphor, in superconductors, in fluorescent tubes, in LEDs, and as a cancer treatmentLanthanum: Use to make high refractive index glass, camera lenses, and catalystsCerium: Use to impart a yellow color to glass, as a catalyst, as a polishing powder, and to make flintsPraseodymium: Used in lasers, arc lighting, magnets, flint steel, and as a glass colorantNeodymium: Used to impart violet color to glass and ceramics, in lasers, magnets, capacitors, and electric motorsPromethium: Used in luminous paint and nuclear batteriesSamarium: Used in lasers, rare earth magnets, masers, nuclear reactor control rodsEuropium: Used to prepare red and blue phosphors, in lasers, in fluorescent lamps, and as an NMR relaxantGadolinium: Used in lasers, x-ray tubes, computer memory, high refractive index glass, NMR relaxation, neutron capture, MRI contrast Terbium: Use in green phosphors, magnets, lasers, fluorescent lamps, magnetostrictive alloys, and sonar systemsDysprosium: Used in hard drive disks, magnetostrictive alloys, lasers, and magnetsHolmium: Use in lasers, magnets, and calibration of spectrophotometersErbium: Used in vanadium steel, infrared lasers, and fiber opticsThulium: Used in lasers, metal halide lamps, and portable x-ray machinesYtterbium: Used in infrared lasers, stainless steel, and nuclear medicineLutetium: Used in positron emission tomography (PET) scans, high refractive index glass, catalysts, and LEDs Sources Brownlow, Arthur H. (1996). Geochemistry. Upper Saddle River, N.J.: Prentice Hall. ISBN 978-0133982725.Connelly, N. G. and T. Damhus, ed. (2005). Nomenclature of Inorganic Chemistry: IUPAC Recommendations 2005. With R. M. Hartshorn and A. T. Hutton. Cambridge: RSC Publishing. ISBN 978-0-85404-438-2.Hammond, C. R. (2009). Section 4; The Elements. In David R. Lide (ed.). CRC Handbook of Chemistry and Physics, 89th ed. Boca Raton, FL: CRC Press/Taylor and Francis.JÃ ©brak, Michel; Marcoux, Eric; Laithier, Michelle; Skipwith, Patrick (2014). Geology of mineral resources (2nd ed.). St. Johns, NL: Geological Association of Canada. ISBN 9781897095737.Ullmann, Fritz, ed. (2003). Ullmanns Encyclopedia of Industrial Chemistry. 31. Contributor: Matthias Bohnet (6th ed.). Wiley-VCH. p. 24. ISBN 978-3-527-30385-4.

Concept of Weight Essay Example | Topics and Well Written Essays - 750 words - 1

Concept of Weight - Essay Example Weight can be described and defined in a physical as well as social context. It is referred to as mass in law, in colloquial uses and in commerce. However, I would wish to describe and define it on a medical perspective. Weight is one of the most important issues as far as quality health care is concerned. It can be defined as the body mass index of an individual, or the heaviness of an object, or simply mass. It is a very essential issue when examining health matters on individuals because it is known medically to be a major contributor and cause of various conditions. The health of any individually changes significantly by change of BMI. The weight of a person keeps increasing, if little concern is considered, to a point where their lives start changing for the worse. Too much weight is capable of causing illnesses, which would never have been encountered had the weight been checked constantly. Weight, therefore, plays a big role in the health-care sector and is always recommended as one of the weapons used in health-care to assist clients maintain a healthy body. According to medical experts, including nurses and doctors, it is advisable to always keep low BMI’s so that even when sicknesses strike, it is easier to treat and get rid of them. A high body mass is dangerous to an individuals health (Alters & Schiff, 2011). As a medication caution, the first test for persons in hospitals is weight checking. These weights are used to determine whether the patient’s body mass is capable of posing danger to their health and whether it is the reason for the condition of the patient if sick. There are various ways used by the health-care providers to assist patients and clients to maintain or change their body weight. Hospitals and other health-care institutions encourage safe body mass and weight, and they provide ways of managing it. Health-care sector is commonly

Petroleum extraction process Term Paper Example | Topics and Well Written Essays - 1000 words

Petroleum extraction process - Term Paper Example However, to start drilling the reservoir containing the sufficient amount of oil should be found. The researches on oilfield exploration started in 19th century. They were aimed on studying features of bedrocks. The main purpose was to find the rocks that were suitable rock as reservoir of oil (Speight 100). In the beginning of the 20th century surface rock with suitable characteristics were studied. New techniques developed in 1960s provided the possibility of exploration below the surface of earth (Speight 101). New geophysical technologies are based on studying gravitational, magnetic, seismic, electric, electromagnetic and radioactive properties of the bedrocks. The methods are subdivided on techniques without depth control and techniques with depth control. The first group utilize spontaneous responses from local and distant sources that are controlled by the observer. The second group foresees introduction of energy (electric or seismic) into the ground, analyze and interpretation of transmissibility (Speight 101). Gravitational methods are connected with studies of gravitational field which is affected by differences in density of geological bodies. Therefore, the gravimeter detects differences in density, and the detected variations permit to make a conclusion about the presence of rock formations (particularly oil). Magnetic methods are based on detection of the magnetic properties of the rocks. Detected difference provide the possibility to suggest the presence of desired materials. Seismic methods are based on creation artificial shock and detection the time necessary for the vibration impulse to get to the seismic detector. Depending on the obtained results, the conclusion about presence of oil can be made. Electric and radioactive methods are based on the measurement of conductivity and radioactivity (respectively) of the studied

The Social Problem Of Racism Sociology Essay

The Social Problem Of Racism Sociology Essay Day by day, the occurrence of social problems seems to increase rapidly. Social problems are issues or problems that may affect the people in a society, no matter it is directly or indirectly, and social problems are mainly related to moral values. Some of the major social problems that often occur in todays world are drug abuse, crime, bullying, rape, kidnap, poverty, illegal migration, unemployment, truancy, obesity, gay marriage, racism, discrimination, abortion, family issues, marginalization, HIV, pollution, pre-marital sex, sex slavery prostitution, child pornography and many more. The main social problem that will be discussed in this social psychology assignment will be focused on racism and also about the Africans being the target of racism, which had actually happened in Australia lately in the month of March to April, year 2010. Racism, according to the Cambridge dictionary, is defined as the belief that peoples qualities are influenced by their race and that the members of other races are not as good as the members of your own, which results in other races being treated unfairly (Cambridge International Dictionary of English. [1889]-1894). Racism happens every day around the world regardless of any countries, even in Malaysia. Racism is a very sensitive issue as it discriminates and offends people of a certain race. Racism brings bad consequences as for it may result in causing racial destruction and disharmony among the people living in a particular country. Plus, racism also causes conflict and war, take the tragedy that happened on the 13th of May during the year 1969 in Malaysia for example. The problem caused is mainly due to racial politics, which is also related to racism. During an election on 1969, the Alliance tell off confidently that it would win more than two thirds of the 144 seats in the Dewa n Rakyat or about two thirds of the 104 Peninsular Malaysia seats, take over Kelantan, and take control of all the other states. When the results were out, the Alliance had won only 66 seats, down from the 89 it won in 1964. Alliance also lost Penang, failed to take over Kelantan, and almost lose Perak, Selangor, Kedah and Terengganu. Even the Opposition was very surprised with the outcome, too. The Opposition supporters, especially the Chinese and Indians who had voted for the DAP and Gerakan were proud and joyful. They celebrated their victories by marching through Kuala Lumpur and shouted insulting and offending epithets at Malays, such as, Melayu balik kampung, kita sudah berkuasa skarang (Malays, return to your villages, we are now in power) and Hei Sakai bolih balik ke hutan (Hey Sakai, you can return to the jungle).and also showed vulgar gestures at the Malay women. Street clashes then broke out between the Malays with Chinese and Indian youths. Even parang which is a type o f big straight knife used in Malaysia and indonesia, sticks and iron pipes were used. Many lives were sacrificed on that day itself just because of a group of racist doing unnecessary acts. (www.malaysianbar.org.my) Speaking of racism, the Africans living in Australia had, unfortunately, became the target of racism in the form of harassment by the Australian policemen. The police picked me up, they put me in the back of the car. Then they took me to (locality withheld) and beat me up, and they left me there a young African background said in a new study into the treatment of youths of African background by Australian police in Melbourne. It is shocking to know and realize the fact that young African-Australians in the country are overruled by Australian policemen. Whats worst and unfortunate is that the police harassment that were happening all the while is either not reported or insufficient investigates by the relevant oversight bodies, and those irresponsible and racist policemen often resort to hostility and aggression when young people assert their rights. Most of them had been experiencing terrible and often violent experiences with the Victoria state police officers which include harassme nt, racist comments and serious assaults. Other than that, one of the interviewee has reported being racially abused, bullied, spat on and slapped by the policemen before being taken to a police station where he was beaten up for about ten minutes. Right after the youth is being released at the back door of the police station, the youth re-entered the building once again at the front entrance, telling the officer who was on duty that time that he wanted to lodge a report and also make a complaint. According to the youth, the officer then called one of the policemen who had beaten the youth up. Instead another policeman went in and warned him that if the youth doesnt get out of the police station at that very instance, he would pull him back in and beat him up again. Helplessly and disappointedly, the youth left the police station without a word (http://www.globalissues.org/news/2010/04/12/5175). Racism mainly happens due to the stubbornness and ignorance of a certain group of people from all races, be it Australians, Malays, Chinese, Indians, Africans and others. Those people who are racist most probably are feeling self-superior. They wanted to glorify their own races so badly that they discriminate and disrespect people of other races, in other words they are trying to bring down other races pride and image to feel satisfied and proud of their own races, which is related to the theory of aggression an intentional behavior aimed at doing harm or causing pain to another person (Social Psychology Sixth Edition,2005). Hence, that is how racism occurs. In fact, most people also believe that racism is developed through one or two outcomes. It is either that some of the people were raised that way, or on the other case is that there may be someone from a different race did something really unpleasant hateful to a particular person of another race and the latter in turn take it o ut on all people of that particular race where the former belongs. In order to overcome racism, one should judge other people by their actions, not by the color of their skin. Within all races, there are sure to have those people who would have bad intentions, steal from others or try to dominate others. Instead of seeing these people as part of a group based upon race, one should see and judge them as individuals with problems on their own. Besides that, one also has to be brave to speak up when others make insulting jokes and statements regarding racism towards others. By letting people around a particular person know that he or she do not agree to racist thoughts, he or she is actually giving the people permission to think for themselves, if it is possible, one can also explain why its wrong to judge people by their race without getting boiled up. Along the way, he or she should also help those people who are victimized by prejudice. If one came across an incident where someone is targeted by the color of his or her skin, he or she should take th e initiative to confront those who are practicing racism and point out the error and consequences of their thoughts. Lastly, which is also most importantly, one must live his or her life as if he or she were born to be colorblind. One can do that by looking past ones skin and into ones heart. By all people doing so, everyone would not have racist thoughts and hence avoiding the occurrence of racism. That will also produce a healthier and peaceful environment for the younger generations as because they learn through what they see from the actions and thoughts of the elder generations. (www.ehow.com ) As a conclusion, racism is a negative issue that brings bad consequences to all people around the world. The theory that can be related to racism will be prejudice, which is a hostile or negative attitude toward a distinguishable group of people, based solely on their membership in that group (Social Psychology Sixth Edition,2005). Racism is exactly about being prejudice. Being racist is equivalent to being unfair, rude, unpleasant, impolite, irresponsible, disrespectful and ignorant. Because of racism, many people had sacrificed their lives during the past. Some countries even had civil wars. Therefore, to avoid those unpleasant things from happening again and to avoid repeating the same old mistakes the older generations had done, racist thoughts in peoples minds should be avoided and stopped immediately, especially the people living in Malaysia, which consists of different races Malays, Chinese, Indians and others. The world will certainly be a better place to live in if there ar e no more issues of racism. APPENDIX Rights-Australia: Africans Target of Racism, Harassment by Police by Stephen de Tarczynski (Melbourne, Australia) Monday, April 12, 2010 Inter Press Service The police picked me up, they put me in the back of the car. Then they took me to (locality withheld) and beat (expletive) me, and they left me there, a young person of African background said in a new study into the treatment of youths of African background by Australian police in Melbourne. The Interventions into Policing of Racialised Communities in Melbourne report, released in mid-March, is part of a project into racism here managed by three community legal services in Australia. It found that young African-Australians in the countrys second-largest city are over-policed, that police harassment and violence is either under-reported or inadequately investigated by the relevant oversight bodies, and that police often resort to hostility and aggression when young people assert their rights. Thirty youths, 27 males and 3 females aged 15 to 27, were interviewed for the study. Many had Sudanese or Somali backgrounds. Most of them had been subjected to negative and often violent experiences with Victoria state police officers, including harassment, racist comments and serious assaults. None were identified in the study for fear of potential police retribution. One interviewee reports being racially abused, spat on and slapped around the head by police before being taken to a police station where he was beaten up for about ten minutes. After being released though the stations rear exit, the youth re-entered the building at the front entrance, telling the officer on duty that he wished to make a complaint. According to the youth, the officer then called one of the coppers that were beating me up. Another copper came in and goes to me, If you dont get out of here now, Ill pull you back in. And I left. Tredwell Lukondeh, president of the Sydney-based Federation of African Communities Council (FACC), says that he is not surprised by the reports findings. What is surprising is the degree to which the report highlights the problems. We do have concerns from various community leaders about the issue in question, Lukondeh told IPS. The FACC, which groups African groups from around Australia, is now collating data regarding police treatment of African-Australians to present to both the police force and the state government. But Victoria Police Chief Commissioner Simon Overland argues that police have done much to strengthen relations with different ethnic communities, including the African community. These efforts include community forums, the appointment of more multicultural officers, police-youth camps and joint sports activities. Overland says that tension between police and young immigrants is not a new problem. With every wave of migration weve had problems with youths. If you go back far enough it was the Italian wave, the Greek wave, the Vietnamese wave and what were seeing now is a wave of migration coming out of Africa. And predictably were seeing tensions with youth, Overland told the Australian Broadcasting Commissions local radio in March. While no African nation was among the top 10 source countries of the more than 158,000 people migrating permanently to Australia in the 12 months prior to Jun. 30, 2009 the latest period for which figures are available Australias African community has swelled in recent years. Africans have figured prominently among recent visa recipients under Australias humanitarian programme, which is reserved for refugees and others requiring protection. Nationals of Sudan, Ethiopia, the Democratic Republic of the Congo, Somalia, Liberia and Sierra Leone were among the top 10 countries of origin for humanitarian visas granted in the 2008-2009 year. Although Lukondeh admits that police have taken positive steps to address issues with African-Australians, he believes that much more can be done. We should establish that corridor of learning about the cultural background of new immigrants. It is very important because, in essence, its that ignorance that enflames these problems, said the FACC president. Any progress made by police efforts to create better relations appears to be undermined by the reports findings as well the revelation of a racist email circulating among Victoria police officers. While Overland has vowed to take action against officers in the wake of the report if there is evidence to support those allegations, up to 100 officers are purported to be under investigation in relation to the email, which local media have reported depicts a man being tortured. The report into police treatment of youth of African backgrounds comes as the furore over allegedly racially motivated attacks on Indians in Australia and Melbourne in particular appears to be fading. It follows Novembers findings by the Australian Communications and Media Authority (ACMA) a statutory body responsible for media regulation that three popular Melbourne television broadcasters breached the Commercial Television Codes of Practice in 2007 in reports regarding Sudanese refugees in Melbournes south-east. ACMA found that the news reports of channels Ten, Nine and Seven, which focused on racial tensions, gangs and the decision by the government of former Prime Minister John Howard to reduce the intake of African refugees, were inaccurate. Ten and Nine breached the regulatory bodys fair and impartial requirement for news presentations. ACMA considered that both of their segments contained an unfair selection of material, were unfairly juxtaposed and created an unfair presentation, overall, of Sudanese people as being particularly prone to commit violence and crime, said ACMAs statement. Â © Inter Press Service (2010) All Rights ReservedOriginal source: Inter Press Service

Patriotism in the American Education System Essay

The debate regarding the education of our children has been going on since the institutionalization of education and will continue as long as we are a liberal democracy full of free thinking citizens. People will always have an opinion and we will, most likely, never be able to please every single person. William Galston and Robert Fullinwider are in full support of teaching a version of history that promotes patriotism and inspires those learning of it to feel a sense of pride and a duty to, in a sense, carry on the mission of the American heroes that have come before us and done great things in terms of the progress for our country. Harry Brighouse is quite different than Galston and Fullinwider in that he believes that by keeping the full truth, gruesome or not, from those that are being educated that we are doing a great disservice to them. I tend to side with Galston and Fullinwider with the feeling that our history needs to be taught in an inspiring sort of way. What benefit do we truly gain by teaching young Americans that yes, in fact, Martin Luther King, Jr. was a great American whose work during the Civil Rights Movement was essential to where we have progressed to as a society today, but he was also an adulterer and plagiarist? By revealing the holes in an American hero’s character we are diminishing his greatness and his impact on the people that have learned of his story years and years after he made such a monumental impact on our country and the progress to end segregation. The gain from sharing that knowledge is extremely minimal compared to the damage it does to the credibility of his work that he is truly known and greatly respected for. It is much simpler and much more productive to producing patriotic citizens if we leave certain, inconsequential parts of the story out. This doesn’t mean we lie to anyone, we simply tell the part of the story that generates the desired feelings of national pride and/or patriotism while instilling the necessary knowledge to generations that will move forward to produce similar greatness, or as Fullinwider puts it, â€Å"historical knowledge contributes to citizenship, and thus â€Å"nation-building,†Ã¢â‚¬  (Fullinwider, 1996, pg. 204). Harry Brighouse is of the belief that by shielding any tiny bit of the truth from children as we educate them we are doing a lot more harm than good to them. He argues that children should be exposed to the entire truth regardless of the negative light that may be revealed of anyone involved, â€Å"American hero† or otherwise. Brighouse feels that it is the responsibility of an educational system to expose kids to as much factual information as we can and allow them the freedom to choose what they will believe and what will inspire them both in the present and the future. Arthur Schlesinger, Jr. sides with Brighouse and establishes that argument that â€Å"writing or teaching history as a means of ‘defining national identity’ turns history ‘into a weapon’,† (Schlesinger, 1999, pg 37). Both Schlesinger and Brighouse would argue that history should never change, all the facts should be laid out on the table and nothing should be held back, because, if we make the decision to hold something out of curriculum, who makes that decision and what qualifies as unnecessary? Schlesinger and Brighouse’s argument centers on the main idea that educators do not have the right to manipulate history. Schlesinger goes in depth in his writings in The Disuniting of America that certain false views of history are wrong, but even dangerous for citizens to be exposed to. He claims that, â€Å"the proper account of our past strengthens the â€Å"common purpose† that holds us together. It reinvigorates the American Creed,† (Schlesinger, 1990, pg. 37). Galston and Fullinwider are on the other side of the argument, they believe that educators should teach history in such a way that instills national pride and creates informed, proud American citizens. Fullinwider calls this type of history â€Å"patriotic history.† He believes that this sort of education will inform, of course, but more importantly will establish a system of values that, in the end, will create citizens. Both Galston and Fullinwider argue for a type of history that they refer to as a â€Å"usable past.† A usable past is one that informs citizens and institutes a willingness to â€Å"make the sacrifices necessary to support and improve the nation’s political institutions,† (Fullinwider, 1996, pg. 207). Truth of the matter, like in the case of the exclusion of facts regarding Martin Luther King, Jr. unfavorable personal lifestyle during the telling of his involvement in the Civil Rights Movement, is that not all men who do great things are great men of high character. In some cases, inclusion of all the facts does nothing to diminish any greatness and may, in fact, create a greater sense of the ability for one single person to make a great impact regardless of any shortcomings they may have. On the other, if all the details are not necessary then why include them? Why would we make a hero less of a hero by revealing the unnecessary truth? Facts that bind the entire story together should never be omitted. Galston and Fullinwider believe in, and support, an education that promotes national pride. They are all for a patriot history, because we will then instill the idea and sense of responsibility in young Americans that they should carry the torch, so to speak, and continue to build upon the greatness that is America. Fullinwider concludes that the purpose of teaching a patriotic history â€Å"is to help students â€Å"develop a keen sense of ethics and citizenship,† so that they might â€Å"care deeply about the quality of life in their co mmunity, their nation, and their world,† (Fullinwider, 1996, pg. 222). In Patriotic History, Fullinwider argues against Schlesinger’s point for the â€Å"nothing left out† type of historical education, by saying the Schlesinger is intending to make history seem very precise and when that becomes the case we’re leaving it up to what truth the educator believes in. Fullinwider goes even further in his argument against Schlesinger’s writing by claiming that Schlesinger’s book The Disuniting of America is, in fact itself, purely history told for effect without the intention to simply inform, but rather to draw out and strengthen commitments to national unity (pg. 210). The presentation of history is storytelling and storytelling must come from a particular point of view. Historical education may never be 100% accurate because we’ll never truly know the intentions or finer details from all the angles or perspectives of each event. Somebody has to tell the story to present the history, but it will always come from a l imited point of view. It is the duty of the educational systems to determine which point of view the story should come from and this is where I agree more with Galston and Fullinwider; before we, as an educational system, decide what we want taught to our citizens, we need to decide what we hope listeners or those being educated should get out of the experience. Like Galston and Fullinwider, I think it is in the best interest for our country to try and promote patriotism and pride in being an American. The responsibility of shaping and molding upstanding, progressive citizens falls on the shoulders of our educational systems as well as public institutions and they both must come together to determine what is best for the development of our nation. Within that responsibility lays the decision of what aspects of history we will teach our young students. For me, it comes down to favoring civic education over philosophic education. I’d rather the goal of our educational programs be to pass along the knowledge necessary to create individuals that feel a loyalty and responsibility to do something great for their country, whether that be along the lines of being a great American hero like Martin Luther King, Jr. or simply by being a consistent, educated, responsible American citizen capable of supporting and functioning within our democracy. I disagree with the argument that by teaching a certain version of history we are limiting a child’s autonomy. We are not enforcing any beliefs or completely eliminating any bit of history, we are simply fostering an environment that will produce good and loyal citizens. Agreeing to tell a story (teaching history) a certain way does not mean we are telling people how to think; quite the opposite. We are inspiring greatness and allowing people to be free thinking and promoting the idea that anyone, common, uncommon and anywhere in between, can make a great impact that will last forever. The argument that exists between the Galston/Fullinwider side of teaching a patriotic history and the Brighouse/Schlesinger side of giving the whole â€Å"truth† regardless of degrading details just muddies the argument that we should really be having: What do we hope to get out of those that are being taught this history? When we look at that question we will be able to work together to find a solution. We could go on forever, just like this argument already has, debating what story to tell and from which perspective, but that, ultimately, gets us nowhere. Lets agree to teach from a perspective of â€Å"nation building† that Galston and Fullinwider promote and continue to develop as a country. Bibliography Fullinwider, R. (1996). Patriotic History. Cambridge University Press, pages 203-225. Galston, W. (1991). Civic Education in the Liberal State. Cambridge University Press, pages 470-478. Schlesinger, Jr., A. (1999). The Disuniting of America: Reflections on a Multicultural Society. W. W. Norton & Company, pages 12-37.