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Stars and Stripes: The Controversial Pattern of Patriotism

Ashlyn Fowler

Throughout the ages, people have chosen objects to represent their beliefs and way of life. Scots and Irish alike don clan tartans, Nazis wore swastikas, and 4H students have a particular affinity for the four-leaf clover. However, there is one symbolic object that plays an increasingly controversial role in our everyday lives. Display it, carry it, burn it, revere it, acknowledge it as your own or reject it as a symbol of outdated sentiment, the American flag and the question of what it represents is a culturally relevant topic as we continue to see people take different stances on how they respond to the stars and stripes. In his essay “That Old Piece of Cloth,” Frank Miller lays out his own journey in determining the value of the flag in his own life. Surrounded as a boy by veterans of both wars and social revolutions, his original contempt for the symbolic material was transformed into admiration after experiencing the events of 9/11 (161-163). He believes in the American flag as a symbol of ideals and patriotism that are crucial to our country’s survival.

To understand the shift and eventual outcome of Miller’s thinking, it is necessary to grasp the historical and sociological implications of the age that Miller grew up in prior to the attack on September 11th. The ‘60s, an era of radical movement, was a historically tumultuous time. In 1962, JFK was assassinated. 1963 saw Martin Luther King Jr. delivering what would become a historically significant speech. People from all over gathered in streets and occupied buildings to protest the Vietnam War and bring attention to the civil rights movement.

In addition to the free-thinkers who rode the emotional roller coaster of societal belief, Miller was surrounded by those who had served in the military, mentioning that even his parents were “WWII veterans. FDR era patriots” (161). The circumstances for soldiers returning home after World War II were very different than those returning from the Vietnam War. Post WWII, the United States had an economic boom, and the nation relished in the victory. Soldiers were welcomed home with excitement.

However, those returning from the Vietnam War experienced a different homecoming. The Vietnam War was seen by most as a lost cause, and soldiers were not welcomed home with the same enthusiasm of a nation experiencing a victory. In an article for Vietnam, James Wright summarizes the feeling well: “Most Americans did ignore them--many disliked them for what they represented, and some feared them for the dark anger they believed the veterans harbored. One reporter wrote of the returning veteran, ‘Silently he is slipping thru the back door of the nation which sent him to war.’” As a result, Miller grew up in an environment where, between the flower-power and anti-war movements and the outcome from the Vietnam War, excessive devotion and seemingly misguided patriotism produced a skeptical view of any symbol of undying loyalty and devotion. In recalling how he felt toward the flag, he says it was “just another symbol of a generation’s sentimentality, of it’s narcissistic worship of its own past glories” (162).

In contrast to the aforementioned influences, the post 9/11 setting was significantly altered by the historical event and the sociological impact that followed the attack. Historically, September 11, 2001, is not a date any could forget easily. The country experienced horror first hand, watching as the twin towers collapsed in ruins. According to The 9/11 Commission Report: Final Report of the National Commission on Terrorist At-

tacks Upon the United States (9/11 Report), “the nation suffered the largest loss of life—2,973—on its soil as a result of hostile attack in its history. The FDNY suffered 343 fatalities— the largest loss of life of any emergency response agency in history. The PAPD suffered 37 fatalities—the largest loss of life of any police force in history. The NYPD suffered 23 fatalities—the second largest loss of life of any police force in history, exceeded only by the number of PAPD officers lost the same day” (311). The attack was monumental to the entire nation and affected people far and wide, both emotionally and physically. America had never experienced terrorism on such a scale before, marking it as a historically devastating day. Emerging from an upbringing steeped in the abstract, Miller was confronted with the solidity and face-to-face experience of an event that challenged his belief, prompting him to reconsider his opinion of the flag. He says “All of a sudden I realize what my parents were talking about, all those years” (162). The shift in his belief is palpable within his essay.

In the same way, the sociological impact of 9/11 had a vast impact on the way society viewed the flag. In the days following the attack, it was deemed odd – unpatriotic even – not to have a flag flying. The red white and blue banner could be seen everywhere amidst the rubble, a beacon of hope in the gray desolation of wreckage. Alan Alda wrote “As you walked the city in the days following the attack, you would see dozens of flags thirty stories high in the windows of apartment buildings. People had pasted the flags to their windows on the chance that someone would look up and know that someone else was pulling for them. During these weeks, the flag had stopped being an expression of particular political leanings. It belonged to all of us again” (Alda 2:33:22) Miller’s presence in New York during this time would put him in a position to see first-hand the social inclusion of the flag as a symbol of hope and survival, impressing on him the importance of the object. Indeed, he wasn’t alone in this feeling: Julian E. Barnes, in an article for The New York Times, notes the gargantuan number of flags purchased just after the event, reporting that “Americans started buying flags hours after the attacks. Wal-Marts sold 116,000 flags on that Tuesday and 250,000 on Wednesday, compared with 6,400 and 10,000 on the same days a year earlier. By Friday, Sept. 14, Wal-Mart was running out, but still sold 135,000.” The flags represented togetherness, something America yearned for the dark moment of history they were experiencing.

Now, nineteen years later, there are many who oppose the flag, believing it to be an unjust representation of liberty. Colin Kaepernick, a quarterback for the San Francisco 49ers, is at the forefront of the discussion, having led the way to many debates on the topic by refusing to stand for the national anthem. Steve Wyche, a reporter for the NFL media, quotes Kaepernick saying “I am not going to stand up to show pride in a flag for a country that oppresses black people and people of color.” In a more aggressive approach, BLM and Antifa members burned an American flag in Portland following a far-right rally (Cinone).

From these examples, we can see a wide variety of feelings attached to the flag. Regardless, the flag is still seen by many as a representation of ideals and patriotism. The stars and stripes are woven into our society in a multitude of ways. Many different sporting events open with the national anthem, an American flag present and at the center of attention. Much of our currency bears a depiction of said flag. Spouses of deceased service members are presented with an American flag in honor of the sacrifices their loved ones made in the name of the values represented by “Old Glory.” To many, the image of the flag remains as a symbol of liberty and ideals. Miller states that he sees “something precious” in the stars and stripes, “something perishable” (163). In a day and age when the monuments representing our nation’s history are objected to and removed from public spaces, Miller’s concern for the flag becomes tangible. As the seasons of our nation change, so will the view of the flag. The pendulum of belief will continue to sway, and Americans will continue to search for the line between patriotism and blind devotion. For Miller, the American flag stands resolutely, a symbol of unity.

Alda, Alan. “Things I Overheard While Talking to Myself.” Narrated by Alan Alda, Audible, 2007. 2:33:2245. Audiobook. Barnes, Julian E. “A Nation Challenged: Proud Spirits; As Demand Soars, Flag Makers Help Bolster Nation’s

Morale.” The New York Times, 23 Sept 2001. https://www.nytimes.com/2001/09/23/business/nationchallenged-proud-spirits-demand-soars-flag-makers-help-bolster-nation-s.html Cinone, Danielle. “UP IN FLAMES ‘Black Lives Matter and Antifa Rioters’ BURN an American Flag

During Portland Unrest After Proud Boys Gathering.” The Sun, 27 Sept 2020. https://www.thesun.co.uk /news/12782539/black-lives-matter-antifa-rioters-burn-american-flag/ Wright, James. “A Generation Goes to War: The Sour Public Opinion About the War Led to Distaste for

Returning Veterans.” Vietnam, vol. 30, no 4. Dec 2017, p 44+. Gale Onefile: U.S. History, https://link.gale. com/apps/doc/A506828366/PPUS?u=txshracd2531&sid=PPUS&xid=75bb000e. Accessed 23 Oct. 2020. Miller, Frank. “That Old Piece of Cloth.” This I Believe II, edited by Jay Allison and Dan Gediman, Picador, 2008, pp. 161-163. “The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United

States (9/11 Report)” U.S. Government Printing Office, 22 July 2004, pp. 311. https://www.govinfo.gov/ content/pkg/GPO-911REPORT/pdf/GPO-911REPORT.pdf Wyche, Steve. “Colin Kaepernick Explains Why He Sat During National Anthem.” nfl.com, 27 Aug 2016. https:// www.nfl.com/news/colin-kaepernick-explains-why-he-sat-during-national-anthem-0ap3000000691077

Important Factors to Consider in Promoting Child Literacy

Mary Morrison

Humans are always on the lookout for magical, fix-all solutions to common challenges. Advertisers continually push the “amazing new secret” to achieve almost anything, such as weight loss, improved sleep, and good time management. In reality, there is seldom one simple approach to an issue. Such is the case with child literacy. Good child literacy does not have one single factor, and educators must avoid the assumption that it does. Many people are convinced that solely reading aloud to children is the key. Some believe in never merely reading, but instead always pursuing intentional, active conversation with the child in an effort to engage them intellectually. Others consider a good home environment and parental involvement vital. Still others think the determining factor is a pleasant emotional experience and connection while reading. It is tempting for parents and educators to place all hope in one technique and apply it unyieldingly. Instead, they should recognize the complexity of developing good child literacy and focus on various elements in their education efforts, including active participation and conversation while reading, a healthy home environment and parental involvement, and pleasant emotional experiences and connections tied with reading.

In The Reading Teacher, author Mem Fox addresses the topic of reading aloud to children as a part of education and literacy programs. She recounts research, personal correspondence, and personal experience that support reading aloud in a non-lesson format as the best way to teach literacy. She encourages educators to “Don’t waste ‘teach-ery time’ introducing the books to the gorgeous kids in your classroom: they won’t concentrate until you actually start to read” (Fox 8). Fox’s suggestion makes teaching literacy sound so simple, with reading aloud being the “magic wand.” Linda Meyer and co-authors conducted a study in response to this popular belief that reading stories to children is a magical tool that will indubitably result in high reading performance. Results indicated that while reading aloud to children may benefit reading performance, it does not consistently have a positive connection to high reading performance. Meyer concludes that simply reading is not enough. The most important factor in children’s reading performance is their level of active participation with print, including phonics, word recognition exercises, and other activities directly related to written text. Therefore, teachers and parents should read aloud to children in conjunction with active reading instruction instead of not treating it as a stand-alone “magical” tool (Meyer et al.).

Even the perfect combination of reading aloud in a low-pressure setting and utilizing more involved, intentional instruction does not guarantee success. Literacy in children is not determined by technique alone. One less considered but equally important factor is a child’s home environment and parental influence. Members of the Frank Porter Graham Child Development Institute conducted a study on “The Role of Home Literacy Practices in Preschool Children’s Language and Emergent Literacy Skills.” Researchers analyzed frequency of book reading, child interest during book reading, maternal book reading strategies, maternal sensitivity, and overall home environment among study participants. The HOME (Home Observation for Measurement of the Environment) Inventory was utilized to determine overall home environment, and it considered these characteristics: “the primary caregiver’s emotional and verbal responsiveness acceptance of the child’s behavior, organization of the environment, academic and language stimulation, and maternal involvement with the child” (Roberts et al 356). The overall results of the study indicated that “a global measurement of the home environment contributed over and above the specific literacy measures in predicting children’s early

language and literacy development” (Roberts et al 357). Parents who desire strong literacy skills for their children should work to build a healthy home environment. Teachers should be alert to discern students who have a poor home environment so that, if necessary, proper intervention can occur.

Aside from the general home environment, there are also specific ways parents can affect children’s literacy. After learning the basics, children and young adults develop and maintain literacy as they continue to use their reading skills regularly. Unfortunately, while there tends to be a strong focus on initially teaching children to read, there is often a lack of motivation and encouragement to read once a child has reached a basic skill level, resulting in a decline of older children’s value and enjoyment of reading (See Figure 1.). This contributes to functional illiteracy in many adults, making it a struggle to meet frequently encountered academic, career, and social requirements (Merga and Roni 214). A study by Margaret Merga and Saiyidi Roni recognized the significance of positive reading role models in influencing children to continue reading as they grow more independent. Children whose parents push reading but do not read regularly themselves perceive a hypocritical, contradictory message, and will follow their parents’ example of action more closely than their words of admonition. In contrast, students who observe a consistent habit and enjoyment of reading in their parents tend to adopt the same attitude and are much more likely to read on their own, and enjoy doing so, than are children who do not have a positive role model. In addition to modeling reading as an enjoyable habit, parents can promote literacy by making books accessible in the home and creating schedules that accommodate time to read (Merga and Saiyidi).

Sometimes an intentional focus on effective methods of promoting literacy in children causes parents and educators to neglect an important principle. Literacy is not just about being able to read and write. It is about connecting and communicating. When literacy is isolated from relationship, children will see little value in it. When adults read with children, there is potential for connection. It creates opportunities for closeness and affection, shared enjoyment, and mutual experience (See Figure 2.). In a study presented in The Journal of Pediatrics, John Hutton and colleagues explored the quality of shared reading between mothers and their preschool-aged daughters and observed its effects on the daughters’ brain activity. Participants completed a story listening task as mother-daughter pairs in which the mothers were given the opportunity to read to their daughters. Observers noted and scored maternal and child interest and engagement, quantity of reading completed, quality and quantity of dialogue, and physical proximity and affection during reading, in conjunction with the results of MRIs that the children underwent to observe activity in various parts of the brain. Higher levels of shared reading quality corresponded to greater activation in multiple areas of the brain, including areas supporting literacy, executive function, social-emotional processing, and attention. The author concluded that there is a positive connection between quality of maternal shared reading and brain activity in preschoolers. “Maternal shared reading quality is positively correlated with brain activation supporting complex language, executive function, and social-emotional processing in at-risk, preschool-age children” (Hutton et al). The beneficial results of pleasant and meaningful interaction on a child’s literacy skills are not relevant only within the narrowness of this study. In a previously mentioned study, the authors determined that stressful reading experiences as a child have a destructive impact on building long-term reading habits because the activity comes to be associated with negative emotions. Conversely, some students who expressed sadness that their parents stopped reading with them as they grew older indicated that their greatest concern was the loss of time to enjoy with their parents. For these children, the pleasant connections they had during reading was what motivated them to continue. The authors noted that “the quality of the [shared reading] experience can be highly variable, underscoring the importance of remembering that this activity is a social exchange that fosters enjoyment to influence attitudes toward reading, as well as to support skill acquisition” (Merga and

Roni 219). Parents and educators must not only personally maintain this mindset toward reading and literacy but also intentionally instill it in their children and students. “Encouragement aimed at fostering enjoyment and shared social purpose is more successful than encouragement purely focused on academic attainment” (Merga and Roni 216).

Parents and educators must avoid the assumption that there is one single cause of good child literacy. Instead, they must recognize the complexity of this subject and consider multiple influential factors in their educative approach. These factors include, but are not limited to, active participation and conversation while reading, a healthy home environment and parental involvement, and pleasant emotional experiences and connections tied with reading. Attention to a range of elements will produce desired results more effectively than will blind loyalty to only one approach. This principle is applicable to many life issues.

Figure 1.

Graph of frequency of and views among children on reading books for fun. 2019. Scholastic Inc, Kids and Families Reading Report, 7th Edition, https://www.scholastic.com/readingreport/navigate-the-world.html.

Figure 2.

Illustration of parents’ and children’s views on reading aloud together, by percentages. 2019. Scholastic Inc, Kids and Families Reading Report, 7th Edition, https://www.scholastic.com/readingreport/rise-of-readaloud.html.

Fox, Mem. “What Next in the Read-Aloud Battle?: Win or Lose?” Reading Teacher, vol. 67, no. 1, Sept. 2013, pp. 4–8. EBSCOhost, doi:10.1002/TRTR.1185. Accessed 26 October 2019. Hutton, John S et al. “Shared Reading Quality and Brain Activation during Story Listening in Preschool-Age

Children.” The Journal of Pediatrics, vol. 191 (2017): 204-211.e1. doi:10.1016/j.jpeds.2017.08.037.

Accessed 26 October 2019. Merga, Margaret K., and Saiyidi Mat Roni. “Empowering Parents to Encourage Children to Read Beyond the

Early Years.” Reading Teacher, vol. 72, no. 2, Sept. 2018, pp. 213–221. EBSCOhost, doi:10.1002/trtr.1703.

Accessed 26 October 2019. Meyer, Linda A., et al. “Effects of Reading Storybooks Aloud to Children.” Journal of Educational Research, vol. 88, no. 2, Nov. 1994, pp. 69–85. EBSCOhost, doi:10.1080/00220671.1994.9944821. Accessed 26

October 2019. Roberts, Joanne, et al. “The Role of Home Literacy Practices in Preschool Children’s Language and Emergent

Literacy Skills.” Journal of Speech, Language & Hearing Research, vol. 48, no. 2, Apr. 2005, pp. 345–359.

EBSCOhost, doi:10.1044/1092-4388(2005/024). Accessed 19 November 2019.

Evaluating Possible Solutions to Malnutrition

Taleah Allen

Imagine living a life where no matter how hard you try you can never buy enough nutrient dense food to keep your family healthy; this is a reality for many people who have limited access to diverse foods. The result of this is malnutrition or vitamin deficiency -- the lack of nutrition and vitamins in one’s diet. Jere R. Behrman, Harold Alderman and John Hoddinott -- who are all employed at Copenhagen Consensus, a project that seeks to establish priorities for advancing global welfare -- report in their article, “While episodes of severe hunger such as famines receive considerable press coverage and attract much public attention, chronic hunger and malnutrition is considerably more prevalent in developing countries” (“Hunger and Malnutrition”). Malnutrition is such a severe issue in our society yet doesn’t always get the attention it deserves. However, many ideas have surfaced about how to resolve this issue but none have worked to the extent of eliminating malnutrition once and for all.

Jayson Lusk -- the Professor and Chair of the Department of Agricultural Economics at Purdue University -- published his 2016 book, Unnaturally Delicious, where he discusses how innovations and technology can stabilize the future of food. Lusk reveals in his book that, “3.1 million children younger than five die every year from malnutrition, and 165 million suffer stunted growth. Almost half of all childhood deaths in the world result from inadequate nutrition”(73). There are so many families suffering from the effects of malnutrition resulting in illness and even death. In this paper I want to evaluate Lusk’s arguments surrounding this topic, those being: a Western economic model is, in most cases, suitable for other countries -- which is supported by outside research -- and that malnutrition has one solution that we’ve not yet discovered -- which is challenged by outside research.

A Western Economic Model

An argument that Lusk’s makes in Unnaturally Delicious is that a Western economic model is suitable for other countries and people groups. The majority of the solutions to malnutrition that Lusk argues are things we practice in our Western economy. Lusk states that by providing vitamin supplements to undeveloped parts of the world, we could end malnutrition and vitamin deficiency to an extent. Vitamin supplements are something we depend on greatly in America. That said, they aren’t something that people in other countries are used to, they don’t understand how they’ll help them. This results in people not wanting to buy them which brings us back to square one.

However, Lusk also suggests that we should implement biofortification in crops to fight malnutrition; this is also something we practice in America. He indicates in his book, “Food companies regularly fortify processed foods with vitamins and minerals to foster the perception of healthfulness. The federal government requires fortification when there are concerns about the effects of deficiency” (Lusk 72). This quote clearly states that biofortification is something we regularly practice in American culture when malnutrition and vitamin deficiency are a concern. Lusk encourages the use of biofortification because these issues are a concern in other countries where malnutrition is more prevalent. Simon Strobbe and Dominique Van Der Straeten -- who both have received their doctorates from Ghent University -- support Lusk’s claim by stating in their article, “Creation and evaluation of multi-biofortified crops would not only offer a sustainable solution to eradicate MNM (micronutrient malnutrition), but also help to elucidate the interplay of different micronutrients...a

prerequisite in biofortification strategies is to consider stability upon storage of the crop product, as well as after food processing and bioavailability upon human consumption” (“Toward Eradication of B-Vitamin Deficiencies”). This passages agrees with Lusk’s argument by conveying that biofortification could be the partial solution to ending malnutrition.

In conclusion, we need to positively promote vitamin supplements and biofortified crops in other countries because, ideally, it could save lives and benefit the health of others. While these ideas may not be the complete solution to ending malnutrition, they could bring many positive benefits. However, research shows that there may be a solution that’s already in progress.

The Malnourished are the Answer

Another argument that Lusk presents in his book is that malnutrition has one single solution that we’ve not yet discovered. While this is a fair statement, research I found disputes this argument in an article written by Jerry Sternin who has had first hand experience with the effects of malnutrition. He argues that the malnourished people are the ones who will ultimately provide the answer to ending malnutrition.

In certain situations, a Western economic model may be beneficial, as previously discussed. In some cases it may be more beneficial to rely on the ideas of the malnourished. Lusk states that, “the process (producing biofortified crops) can be hurried along by using marker-assisted breeding, which involves using DNA tests to identify the genes responsible for expression of micronutrients and then selecting varieties with the right genes for conventional breeding” (77). This quote shows that Lusk supports the science behind speeding up crop growth so that these poor farmers can yield an extra harvest. However, Jerry Sternin -- director of the Positive Deviance Initiative, country director for Save the Children (US), a Peace Corps Volunteer and Country Director, as well as Assistant Dean and Student Advisor at the Harvard Business School -- reveals another way malnutrition can be approached and disputes Lusk’s argument by saying, “It is easy to presume that a poor farmer would want faster growing rice that would allow him a third harvest every year; we suppose that anybody would want more, since, in America at least, more is better. But then the farmer turns around and asks, ‘Why would I want to work a third harvest when I can subsist on two?’” (“On the Front Lines…”). This is proof that the American idea, ‘more is better’, does not always apply in every situation. The act of applying our American ideas into other countries won’t always work. If we keep doing the same thing that isn’t working to the extent we’d like, then malnutrition may never end; we need a new approach to ending this issue.

That said, there are different approaches that we could take. In every town there are people who will find more beneficial results to their issues than others will. Within the hindrance of poverty, there will be some who will acquire the solution or partial solution to malnutrition, find a way to send their kids to school, get medical help, escape human trafficking, or reduce their exposure to HIV and AIDS. These people have figured out something that we haven’t yet, they’re fixing something that seemed unfixable. Within the context of the specific situation of their community, they’re the world’s greatest experts (Ibid.). Ordinary people are solving the issue of malnutrition because their lives and health depend on it. Lusk makes it seem that it’s in the hands of professionals to save these people but in reality it’s the people who are saving themselves. No one understands the problems they’re facing more than they do; instead of enforcing new ideas into their community we should work with them and promote changes that they are already adapting to, changes that are already in the process of extending their lives and benefiting their health.

Conclusion

Throughout this essay, I argued that in certain situations we can use our American ideas to help end malnutrition but it isn’t the full solution, we need to consider the ideas of those who are living with the effects of malnutrition as well. Overall, I think we can all agree that malnutrition is a severe issue that needs fixing, not

one method will fix it. We need to be open to new ideas and rely on technology to get us there, malnutrition will only end if we use the resources that have already been given to us. The least we can do is become aware of the situation at hand and help in any way we can, rather that be donating money to an organization who is helping the malnourished or maybe start your own non-profit organization; we can all help in some way or another.

Works Cited Behrman, Jere R, et al. “Hunger and Malnutrition.” www.copenhagenconsensus.com, 7 May 2004, www.copenhagenconsensus.com/sites/default/files/Hunger_and_Malnutrition_070504.pdf. Accessed 8

Nov. 2018 Lusk, Jayson. (2016). Unnaturally Delicious: How Science and Technology are Serving Up Super Foods to

Save the World. New York, N.Y. Sternin, Jerry. "On the front lines: if we want to help impoverished nations, we can start by finding the world's leading problem solvers--the handful of people in each and every poor community who have found solutions to malnutrition, disease, or inequity without any help from outside." Science & Spirit, vol. 16, no. 4, 2005, p. 34+. Academic OneFile, http://link.galegroup.com.northcenttexascollegelibrary.idm.oclc. org/apps/doc/A171400214/AONE?u=txshracd2531&sid=AONE&xid=f4d507df. Accessed 10 Nov. 2018. Strobbe, Simon, and Dominique Van Der Straeten. "Toward Eradication of B-Vitamin Deficiencies:

Considerations for Crop Biofortification." Frontiers in Plant Science, 2018. Academic OneFile, http://link. galegroup.com.northcenttexascollegelibrary.idm.oclc.org/apps/doc/A533636992/AONE?u=txshracd253 1&sid=AONE&xid=7cb10c64. Accessed 25 Nov. 2018.