Monday, May 16, 2011

Our God is Alive

     Our Lord Jesus Christ is alive and lives in all of us and lives through each one of us. God is the breath that lives in each of us. He gave us the first breath of life and He lives in us through every breath we take!
     As we live and breathe, God is alive in us. Our very life is a testament to the living God. He is the great I AM and the Holy Spirit, alive in us, who longs to remain in us and live through us.
     Our life is not about who we are but about serving God and the life that He has for us. The Alpha and the Omega, He always was and He will always be. We are here only for a time, to realize God’s purpose for our life, accept the sacrifice of our Lord Jesus Christ and spread the good news of the great love God has for the world.
     So great is His love that He sent his only begotten son to die for us and shed his blood, that our sins could be forgiven. All that is required of us is to repent, believe and receive the gift of God’s perfect love for us. Then with unyielding faith, follow the Lord and love one another as God loves us.
     We are to exalt Him and honor Him, for God is the creator; the giver of life, our salvation, our strength, He is our heavenly father who loves us and will never forsake us.
     We should not limit ourselves with the things of the world. If He is in us and we are in Him, through our faith, with God all things are possible. If you believe in the power of God, He will be with you always and nothing is impossible with God.
     Turn to Jesus Christ and fix your eyes upon Him and receive the grace and forgiveness that only the precious blood of our Lord can give. Only the blood of our Lord and Saviour Jesus Christ can cleanse us and bring us to the Father.
     Come to the Lord and receive the gift that our Father has given us. We need only to turn to Him and believe to receive this precious gift. For it is only by acknowledging Jesus Christ as the son of the living God and asking him to come into your heart that true salvation can be achieved; the promise of a new life with Christ, the old life fallen away.

Greater is He that lives in you than he that is in the world!





Friday, May 13, 2011

Obama, Be Our Mama

This, obviously, was written before the election


This election has so much drama
A person could go insane
In whom do we place our trust
Young Obama or the older McCain


Each one tells us about the other
And how they will bring about change
It's enough to make you shout "Oh Brother!
This sounds like more of the same!"


So let's be honest and give serious thought
Just what is it that we all desire?,

Is it working hard to live free
To be all that we can be
And enjoy our days of retire?

It's the same old game from Papa McCain
Tell me who's gonna take care of US?

My! What a Jerk
That's just too much work
And what about my Rights?

We want the security of "We the people"
From our daddy Uncle Sam
We want a country that won’t pass judgment
When we get ourselves in a jam

Only one can do the thing we ask
And it's clear who we must choose
Only one is up for such a task
To take away our blues

Our troubles will be wiped away
As he takes away all our trauma
It's time to let the whole world know
We want Obama to be our mama!

On Getting to Heaven

When The Trumpet Sounds, Where Do You Want To Be?

To enter God’s kingdom, you must be born again. First you must look to Jesus Christ who died on the cross for your sins and believe in Him and His love for you and that a transformation will take place. Thus the question, "Have you been born again by the Spirit of God?" If not, the process is very simple.



Today you’re in one of two camps; it all depends on your relationship to Jesus Christ. You can both believe and look in faith to Jesus, who died for you on the cross; or you can continue going on as you are. It’s an amazing thing—to be lost; you don’t have to do anything. Just keep on doing what you’re doing now and you will perish.


But, if you look to the cross and believe in the One who died for your sins, then the free gift of God is yours... The gift of eternal life.


The Bible says:


For all have sinned and fall short of the glory of God—Romans 3:23


Repent therefore and be converted, that your sins may be blotted out—Acts 3:19


For God so loved the world that He gave His only begotten Son, that whoever believes in Him should not perish but have everlasting life—John 3:16


If you confess with your mouth the Lord Jesus and believe in your heart that God has raised Him from the dead, you will be saved—Romans 10:9


If you want a personal relationship with God and the assurance that your sins have been forgiven, here is a suggested prayer...


Father, I come to you, confessing my sin and asking for your forgiveness. I thank you, Lord, for You have promised that if I will confess my sins, You will be faithful to forgive me and cleanse me from all unrighteousness. I want to turn from my sins, and live in a way that will please You. And so I ask for your help, Lord. I ask that you give me the power through your Holy Spirit to live the right way.


I thank you that Jesus Christ died on the cross, paying the price for my sins, and then rose from the dead. I accept Him now as my Savior, my Lord, and my friend.


I also thank You, because You've said that whoever comes to You, You will in no way cast out. Thank you for giving me a new life in Christ. I surrender myself to you. Make me what you want me to be in Jesus' name. Amen.


What Next?
If you have decided to accept Jesus Christ as your savior, you are now born again. Here are a few things that will help you to grow as a Christian...


PRAY—prayer is like a telephone line that goes directly to God. It's important to spend time talking to Him every day, the more the better (Philippians 4:6).


READ THE BIBLE—the Bible is like a love letter from God. The more you read it, the more you'll fall in love with Him (1 Peter 2:2).


FELLOWSHIP—you need to have friends who share your beliefs and who can encourage you. This is why it's so important to find a good, Bible-believing church where you can meet other Christians (Hebrews 10:24-25).


WITNESS TO OTHERS—share your faith in Jesus Christ with others. Pray that the Lord will reveal how you should witness and when (Mark 16:15).


God bless you and pray that you continue to grow closer to the Lord every day!






Sunday, May 1, 2011

Media Violence


Critical Thinking
Learning
Effects of Media Violence

Abstract
Violence in media has been with us for centuries; it was very much a part of the media of the times just as it is today. Whereas the Romans may have had their spectacles in the Coliseum we have our slasher movies and video games. The specter of media violence crept up on us while we weren’t paying too much attention. It took its time at first and we got complacent and distracted by other things and before we knew it there it was right in our lap. Now all the parts are in place and the damage is being done and it is unstoppable, like a runaway train. The ones hit hardest by our neglect of this menace are the children and adolescents in our society, but actually it affects every one of us in one way or another. Many young adults and some older live with the effects media violence has left on them and so do many of those who became unwilling victims as a result of media violence. The sights and sounds and results of media violence are with us every day like a monkey on our backs that we just can’t shake. Listen to your local news, the national news and the world news, look at the entertainment section in your newspaper, turn on your radio or tune in to the sights and sounds of the current music videos. You will see evidence of media violence and all its spin-offs right there before you in all its glory, repugnant and in your face.


Generally it is the young people who take the lead when it comes to accessing new media and most parents and adults have no idea what the children are doing on the computer, like internet surfing, or video games or music downloads. This is particularly disturbing, given the results of a 1999 AOL survey that found online activities are emerging as a central facet of family life; and that a majority of parents believe that being online is better for their children than watching television. So now in 2007 thing are not any better, in fact they are worse. As a civilized society we must deal with the problem and stem this abuse of our children and the damage being inflicted to our society as a whole. This paper takes a look at the many faces of media violence, its effects and how it is hurting our children and our entire society.

Introduction
Do children learn to be aggressive or pugnacious by watching violence in movies and on television? Are adults more prone to violent behavior after years of being exposed to it? There are many who think so and research has shown that it is more often true than not. In September of 1999 the Senate Committee on the Judiciary published their report, Children, violence, and the Media: A Report for Parents and Policy Makers. In it they agreed that “violent juvenile crime is on the rise”, they further concluded that “a principal cause of this rise is the violence that permeates the media”. Children and young adults have access to more examples of violence and antisocial behavior than at any time in our nation’s history. At an age when they are the most impressionable, mimicking and learning from everything they see, the youth of today are for the most part left to make their own viewing choices with little or no adult supervision. Many are never taught what is considered proper socially acceptable behavior. Adolescents especially need to be taught the difference between right and wrong and they need strong role models. Too often the adults take no part in their child’s development, they are an absentee parent or they just don’t care. A child’s young mind is fragile and they need affirmation that they are doing the right thing. In the absence of a strong adult role model who do they turn to? Usually each other or the creeps and outcast they see on the TV screen, in video games in movies and on and on. The portrayal of the antisocial rebel is not new; this character has been with us for decades. Columbia University psychology professor A.T. Poffenberger wrote in 1921 that movies “might easily become a training school for anti-Americanism, immorality, and disregard for the law.” If that was true in 1921 it is even more so today. However our “Rebel without a Cause” of today is no longer dominated by the male gender, that role now belongs to females as well. This trend only serves to bolster the callous attitudes of the young males as they try to compete with and impress the young females. This antisocial attitude has now become part of the youth culture; it has actually migrated from the movie and television screens and embedded itself into the very fabric of our society. For many of today’s youth this behavior is not just something they see as entertainment on the screen, but glimpses of reality and lessons to be learned on how to act and respond in social situations. The younger children try to act like their older friends or siblings and seek approval from them, by the time they are young adults most have a seriously distorted and perverted grasp on reality. In fact this type of behavior is their reality so they seek reaffirmation in any way they can. This paper will take a look at the effect violent and antisocial portrayals in multi media, cinema and television has on the youth and eventually the adult in today’s society.

In The Beginning
When a human being comes into the world that baby is totally helpless and depends on the care and guidance of those older and wiser than itself to survive those first few years. As they acquire their senses they pick up signals from their environment and those around them. They learn how to smile when they first see their parents smiling at them. They learn how to make sounds and how to use those sounds to get what they want. In effect they are like little computers and store all the input they can hold. Their little eyes watch and their little ears hear everything. Eventually they learn how to do for themselves, think for themselves and speak. In computer technology there is a saying; “garbage in garbage out”. If you think about it this can also be applied to raising a child, what that child is exposed to and the things they experience will become part of their personality, the one advantage with a computer though is that you can wipe the hard drive clean and start over. This is not so easy to do with a child.

The Loss of Innocence
According to researcher George Gerbner, “Never was a culture so filled with full-color images of violence as ours is now.” Gerbner’s Cultural Indicators project, which has monitored TV violence since 1968, estimates that the average American child views more than 8,000 murders and 100,000 acts of violence on television during the elementary school years. A 1992 study in the Journal of the American Medical Association found that the typical American child will witness 40,000 on-screen murders by the age of eighteen. This tidal wave of violence can overwhelm a child’s senses and be very upsetting emotionally. This is not to say however that all children will become more aggressive as a result. Those with a strong role model and a good moral compass have a much better chance of understanding that this type of behavior is not acceptable. On the other hand there may be some adolescents who because of parental abuse or similar factors may be more prone to violent behavior in spite of being exposed to so much media violence. In any case it stands to reason that young minds should not be exposed to this type of stimuli. It can corrupt their growing process and have dire consequences in their mental development. Media violence has not just increased in quantity; it has become much more graphic, more sexual and more sadistic. Some children may have a much more difficult time dealing with all these images and become very disturbed and confused. When a child reaches eleven they are becoming more sexually aware as well and images and dialog of a twisted or sadistic sexual nature can severely affect their development and give then a much skewed idea of how males and females communicate. Judith A. Reisman, president of the Institute for Media Education states that “for at least two decades, experts have warned that television, movies, music and other entertainment media are desensitizing young people to violence and death.” She warns “murder, rape and physical assault are common fare in movies and award winning television drama and some popular music genres have taken to glorifying sex, violence, murder and even suicide.” Is it not the responsibility of the adults in our society to protect the children? Instead through apathy and neglect their childhood is being defiled and stunted with an overexposure of violent and anti social so called “entertainment”. After being exposed to such a continual onslaught of violent and negative messages what will happen to our nation’s youth when they reach adulthood? Sadly we are seeing some of the results now; school shootings, children killing their parents and other family members, no fear or respect for authority and a cold callous attitude toward others in society.

A Downward Spiral
The National Committee on the causes and prevention of violence reported in 1969 that “violence in the media has a negative effect on children. Violent films encourage violent forms of behavior and promote violence in daily life as being acceptable.” What is meant by "negative effects" of children's behavior? William Bennett in his book “The Index of Cultural Indicators” offers us this; "In 1991, children under the age of ten committed more than 1000 acts of aggravated assault and 81 cases of forcible rape. Juveniles 12 and under committed ...murder, robbery, larceny-theft, and forcible rape.”


We all know these crimes are wrong, but when you realize that children committed these crimes a flag should go up. There is something very wrong in our society; we are allowing the minds of our children to be poisoned and leading them down a path of self destruction. You may find it hard to believe that simply viewing a movie could be so detrimental, but we are not talking about just one movie. These children are watching hundred of movies, and then there are the videos, TV shows, video games and more. There is indeed strong evidence of specific reenactments of scenarios from movies. Undeniable evidence "...comes in the configuration of corpses, mutilated by disturbed teenagers to resemble victims in slasher movies..."(Violence in America, Bender&Leone 163). If these movies are affecting our children so negatively, wouldn't it be easy to just not allow children to see "violent" movies? This seems to be a simple solution, but it’s not that simple for many reasons. To begin with, mainstream movies eventually end up on commercial television or on the cable channels where they can be seen unedited and most of these movies are extremely violent, containing graphic sex scenes, obscene language, and of course violent deaths. Once again I refer to the book by William Bennett where he gives us this list of the approximate number of deaths recorded in five popular movies:
Movie Death Count
Die Hard 2 - 264 Robocop 2 - 74
Rambo 3 - 106 Total Recall – 74
The Wild Bunch – 89
This is just five out of how many?


Professor Malamuth, chairman of communications studies at the University of California and Professor Edward Donnerstein, a psychologist at the Center for Communications Research at the University of Wisconsin, have both conducted studies that suggest viewers of media violence are detrimentally affected. Many psychologists also agree that as more violence is viewed, children will be more accepting of violence, and therefore more desensitized and more likely to become violent themselves. Dr. Eron and Huesman of the University of Illinois did a 22 year study of violent behavior due to "a diet of violent entertainment." The quarter of the children with the heaviest exposure to violence in 1960 at ages nine and ten were found to be convicted of criminal offences during their adult lives 150% more often than the quarter of children with the smallest exposure to violent entertainment. This is very compelling evidence that something is happening which deserves further attention. This trend toward violence and just plain psychotic behavior is not waning, if anything it is more prevalent and it’s only going to get worse. As we have learned there are obvious negative effects on children and young adults who view violent films etc., varying from petty theft to murder and rape

A Culture of Violence
Violent, sadistic, evil, it’s all there , bullets exploding from people’s chests in slow motion, dead bodies lying in pools of blood, sexual abuse, all this and more is thriving and doing quite well in the pop culture of today. Actually it is more of a subculture and many parents are not aware of it. Millions of viewers worldwide, many of them children, watch World Wrestling Entertainment where female wrestlers try to tear out each other’s hair and rip off each other’s clothing. Even comic books depict gruesome bloody scenes of graphic violence. Computer games have become the favorite pastime for thousands of today’s youth, and thanks to improved technology they are more realistic and vicious than ever. One entire genre of games is called “first person shooters” and encourages the player to dismember monsters and slay people. And a top-selling video game, Grand Theft Auto, is programmed so players can beat prostitutes to death with baseball bats after having sex with them. Another is called “Postal” in which the goal is to slaughter innocent bystanders, including cheerleaders who moan for mercy. “They’re incredibly violent, and they’re the most popular games on PC’s right now,” says Mike Davila, editorial director of Game Week, a trade magazine. “The object is to kill people - you see chunks of the body flying in different directions.” This is just an example of some of the games young children and teens are playing, does this seem normal? Is this the kind of entertainment these children should be spending their leisure time with?

And the Band Played On
Another sub culture favorite which is exclusive to mostly the younger generation is the music they listen to. This is nothing new; music has always been a cause of concern for parents and adults who don’t understand the behavior and lyrics of the songs. However as bad as the music back 50 years ago may have been considered to be, it was never as dangerous and obscene as some of the music of today. Today along with the music we also have music videos and they can be watched 24 hours a day. Together music and their videos are pushing into new and increasingly violent territory. A song by Jordan Knight, formally of New Kids on the Block, a seemingly harmless enough name for a group, released a solo album in 1999. In it is a song advocating date rape. How many parents know their children are listening to this? Another self proclaimed artist calls himself Eminem, his real name is Marshall Mathers. This extremely popular rap artist is often very violent and on the fringes of civilized society. For instance his lyrics include many examples of violence and hatred against women, His song Kim graphically depicts him murdering his wife; and Kill You describes how he plans to rape and murder his mother. He must be connecting with someone because Eminem continues to be a commercial success, winning more than one Grammy award and he is not the only one by any means. Other artist like Dr Dre and Limp Bizkit are doing the same thing. Exceptionally violent lyrics have made their way into the mainstream of the music industry and show no signs of going away any time soon. What has happened to these young people to make them want to include such violent and misogynistic lyrics in their music? Even Madonna’s 2002 music video What It Feels Like For a Girl contained such graphic violence that MTV refused to air it more than once. What did these people experience growing up and what do they see in the culture of today’s youth to make them want to produce such a vile form of entertainment. Why are so many children and young adults hooked on this type of music and their videos? What is the need or void in their life that makes this music satisfying to them?

Recent Research
Recent research is exploring the effect of new media on the behavior of children. Craig Anderson and Brad Bushman of Iowa State University reviewed dozens of studies of video gamers. In 2001, they reported that children and young people, who play violent video games, even for short periods, are more likely to behave aggressively in the real world; and that both aggressive and non-aggressive children are negatively affected by playing.


In 2003, Craig Anderson and Iowa State University colleague Nicholas Carnagey and Janie Eubanks of the Texas Department of Human Services reported that violent music lyrics increased aggressive thoughts and hostile feelings among 500 college students. They concluded, "There are now good theoretical and empirical reasons to expect effects of music lyrics on aggressive behavior to be similar to the well-studied effects of exposure to TV and movie violence and the more recent research efforts on violent video games."


In 1999, Professors Joanne Cantor and K. Harrison studied 138 university students; they found that memories of frightening media images continued to disturb a significant number of participants years later. Over 90 per cent reported they continued to experience fright effects from images they viewed as children, ranging from sleep disturbances to unwavering avoidance of certain situations.

The Business of Media Violence
If it is true that money talks then the media entertainment industry has plenty to say and it definitely is going to be heard.


These figures are a bit outdated; however they should still provide a good idea of the income this industry produces and the trend in growth for the future. In 2001, people around the world spent US$14 billion going to the movies. The U.S. domestic box office alone hit US$9 billion, that’s a 75 per cent increase from 1991 and let’s not forget about the huge revenues from home video, DVD sales, rentals and spin-off merchandise. But as much as that sounds even these profits are dwarfed by the music industry, the largest global media sector. In 2000, sales reached US$37 billion, with music consumption high among young audiences everywhere. Video games are not far behind: global sales for 2002 were anticipated to be US$31 billion.

Marketing Violence to Young People
Children and young people represent a huge market, due to both their own spending power and their influence on family spending decisions. No one knows this better than the communications industries. In September 2000, a Federal Trade Commission report revealed what many suspected: U.S. media corporations were routinely ignoring their own rating restrictions and actively marketing violent entertainment to children and teens. In fact, the study showed that 80 percent of R-rated movies, 70 percent of restricted video games, and 100 percent of music with "explicit content" warning labels were being marketed to kids under 17.

Conclusion
So you can see with statistics like that the media entertainment industry is not about to change anytime soon if ever. Let someone else deal with the social problems, we will keep on doing what we’re doing. Making the low budget, high action, gratuitous violent entertainment and of course lots of money.


Everyone knows there has always been violence in movies in many forms, be it a film about taming the Wild West, a biblical story or a good murder mystery. Sometimes the violence was necessary and contributed to the plot, but it was almost never gratuitous violence for the sake of shocking the audience. Even the classic horror movie of old left out the real gory and bloody scenes, leaving that to your own imagination. Today films and other forms of media go right for the jugular, nothing is left to the imagination, and it is all laid out right before your eyes. With digital computer generated special effects and over the top plots or no plots and realistic sound effects, they hit you over the head with their graphic depictions of sadistic, unspeakable depraved violence. It strikes me sort of odd that the entertainment industry will always speak right up and fight for truth, justice and the American way when it will benefit them but something like the psychological effects their art is having on the youth of America is not their concern. Everywhere you look, everywhere you go this pop subculture phenomenon will be lurking either in the shadows or right in your face. This is a problem we will never be rid of and we will have to learn to live with. The best we can do is to try to understand what is happening to our children, try to limit their exposure to such violent material and help them deal with the damage they will suffer after years of exposure. It will take an all out effort to end it but that would be impossible in an open society such as ours. One thing is for sure, the entertainment industry will never do anything about it. Oh sure, they may throw some money at it in a false gesture of concern and compassion but at the same time they are not going to kill that goose that is laying all those golden eggs.

References
Freedman, J. (2002) Media Violence and its Effect on Aggression. University of Toronto Press
Gerdes, L. Book Editor, (2004) Media Violence: Opposing Viewpoints. Greenhaven Press, Thomson Gale
Media Awareness Network.(7/10/2007) Research on the Effects of Media Violence
www.media-awareness.ca/english/issues/violence/effects_media_violence
Media Awareness Network. (7/10/2007)The Business of Media Violence
www.mediaawareness.ca/english/issues/violence/business_media_violence
Media Awareness Network. (7/10/2007)Violence in Media Entertainment
www.media-awareness.ca/english/issues/violence/violence_entertainment
The Effects of Media’s Violence on the Behavior of Children
http://www.cwrl.utexas.edu/~tonya/Film/film_violence.html
Torr, J. Book Editor, (2001) Violence in the Media: Current Controversies. Greenhaven Press










Biology and Behavior

Critical Thinking
Biology and Behavior
The Nervous System

Abstract
The human body has been a mystery to man ever since he has been able to think and feel which goes back quite a ways. With all of our thousands of years of research discovering what works and what doesn’t, what does this part do and how does it do it and what happens if I do this to that. There are still many areas of the human body and mind that we do not fully understand. The body and the brain with all of its own mysteries have a magnificent way of protecting and healing themselves that is in a sense both beautiful and amazing. Nature has provided for humankind since first put on this planet and the human body is a part of that nature like every other living thing on the planet. It interacts with nature and the environment and it reacts to it as well. Our bodies know when something is good for us and when something is wrong by sending signals, it knows when something is physically or mentally a threat to its survival and can take proactive measures before we are even aware and completely without our knowledge. One area where our body does this is in pain management. Perhaps this goes all the way back to when we were living in caves and had to fight off giant creatures to eat and survive, we couldn’t be stopped or distracted by something as trivial as pain. So we dealt with it later. Today we still possess the same ability, the life or death situations may have changed slightly but the mechanisms are all there still functioning as they did back in those cave dwelling days I’m sure. There are many situations where our bodies suppress pain and enabled us to continue on, soldiers in combat situations experience this frequently as do others in similar situations. You do not however need to be in a life or death situation, pain is pain and injury is injury whatever the cause. Athletes are a major recipient of this benefit in similar stressful situations. There have been documented cases where athletes have sustained injury and continued on unaware of their condition. This exercise explores this phenomenon, its causes and the effect it has on us physically and mentally.

Introduction
It was back around 1988 that I first witnessed what is known as “runners high”. I was on my way to work one morning when up ahead I saw a person jogging along side the road. As I approached he suddenly and without warning turned from the sidewalk and ran directly in the path of my car. I brought the car to an abrupt stop and he disappeared in front of me. As I strained to see beyond the hood, he popped up with the look of a deer caught in the headlights. He seemed to be shocked and disoriented, like he had no idea how he ended up in the middle of a two lane street in front of a car. I yelled to him and asked if he was alright but he just stood there and then trotted off. I could only attribute this bizarre episode to what some people refer to as “runners high”. I had heard of it but didn’t know what it was.


I can not imagine what this runner was thinking or feeling but it seemed to me that he was in some sort of dream state or euphoria. It is believed that many runners can experience a state of euphoria while running. Most runners describe it as simply a pleasant feeling after running a certain distance when the body and mind are both highly stimulated and senses seem to be elevated. Others say when the stimuli around you are near perfect and you are feeling good you are actually feeling a type of “high”. Although there is no official definition as to what runners high actually is or if it even exists, there are physical and psychological details that demonstrate something is going on. Most obvious are the biological and psychological aspects associated with it. When put under stress the mind reacts with endorphins which are commonly associated with runners high.

Endorphins
In nineteen seventy-five, John Hughes and Hans W. Kosterlitz of the University of Aberdeen managed to isolate peptides found occurring naturally within the brain. These peptides were called endorphins, meaning morphine from within, and were found to have pain reducing effects.


These neurotransmitters are chemically similar to and act much like the opiate drugs opium and morphine and the brain has receptors that respond to morphine which suggest that the human body produces its own morphine like substances which we now call endorphines and enkephalins. When stress is detected by the brain, it sends out signals, or opiates, which bind at the receptor sites, and the pain is alleviated. Feelings of euphoria follow and soon become apparent.


Studies on athletes have shown that endorphine levels increase with exercise. This could explain the mood changes, euphoria and increased resistance to pain that occur during running for an extended period.

Pain
How do you know to pull your hand away from a flame or withdraw your mouth from a cup of hot coffee? Something called Nociceptive or somaticpain response, this is a natural response to noxious stimuli and something every human being needs to sustain life. Some are born with congenital insensitivity to pain and tragically most die at an early age. If you break an ankle, the pain keeps you from walking around on it, so the bone can heal. Nociceptors are sensory receptors, or nerve endings, that react to mechanical, thermal, and chemical stimuli that may damage tissues. They relay nerve impulses — electrical messages from the site of injury in peripheral tissues such as skin, muscles, and joints — to the dorsal horn, an area in the spinal cord that acts as a switchboard. There, different chemicals determine whether these electrical messages reach your brain, where you actually perceive pain.

Pain Gates
Pain is the body’s way of telling you something is wrong and needs attention.


There are different types of pain signals (slow or fast), which travel along different pathways in the brain. These signals can be affected by endorphins in the brain and the brain can send signals down the spinal cord to open and close the nerve gates.


In times of anxiety or stress, descending messages from the brain may actually amplify the pain signal at the nerve gate as it moves up the spinal cord. Alternatively, impulses from the brain can “close” the nerve gate, preventing the pain signal from reaching the brain and being experienced as pain. These can be roughly divided into sensory (physical being and activities), cognitive (thoughts), or emotional (feelings) areas, although of course there is substantial overlap between these areas in practice.

The Nervous System
Your nervous system is like a built-in computer, it keeps all of your systems working together and working smoothly. In fact, all of the thinking that you do is done by your nervous system. It also handles memory chores and keeps your thoughts organized. Your nervous system provides you with dreams, too, and it regulates your muscles. It tells them when to run, and when to speed up or slow down. Your nervous system regulates things you don't usually even think about, like breathing and blinking your eyes. Neurons carry information through the nervous system in the form of brief electrical impulses called action potentials. When an impulse reaches the end of an axon, neurotransmitters are released at junctions called synapses. The neurotransmitters are chemicals that bind to receptors on the receiving neurons, triggering the continuation of the impulse.


All living organisms interact with their environments; organisms receive multiple signals from the environment via their sensory systems and respond by way of their somatomotor system. Both sensory processing and motor actions are entirely under the control of the central nervous system.


The brain, along with the spinal cord and network of nerves, controls information flow throughout the body. The brain stem connects the brain with the spinal cord. Every message transmitted between the brain and spinal cord passes through the medulla oblongata—a part of the brain stem—via nerve fibers. The medulla regulates the heartbeat, breathing rate, and blood-vessel diameters as well as other functions such as hiccups.


Another brain stem component, the pons (meaning "bridge"), conducts messages between the spinal cord and the rest of the brain, and between the different parts of the brain. The midbrain conveys impulses between the cerebral cortex, pons, and spinal cord, and also contains visual and audio reflex centers involving the movement of the eyeballs and head.


Jeffrey Lackner, director of the Behavioral Medicine Clinic, meets with Sherry Julian to discuss ways she can cope with the stress that's causing her pain.

Dealing with Pain
The checks and balances system of endorphins physically consists of chains of amino acids, which make up the chemical messengers known as neuropeptides. The transmission of pain and feelings of pleasure exist within the brain due to nerve impulses. These impulses are relayed via neurotransmitter chemicals thus causing the release of neuromodulator chemicals, such as endorphins. These messengers differ from neurotransmitters in the fact that they modulate feelings of pain and pleasure, rather than convey the actual feelings. In order to change the feelings of pleasure and blockage of pain, the endorphins must reduce activity in the thalamus and cerebral cortex. This occurs by the neuromodulator affecting the dopamine pathway by binding to a specific opiate receptor site. Endorphins “shut off” the nerves in the frontal lobe, inhibiting feelings of pain, and allow this area to flood with dopamine, hence the feelings of euphoria.

Conclusion
There are many athletes who can attest to the healthy and healing powers of exercise and the feeling they sometimes get during a long run or a very physical activity such as a football game or rugby match. Endorphins physically and mentally aid athletes and help them push past mental barriers which they may thought were unobtainable. The competitive nature of athletes drives them to continually push themselves further either individually or as a team. In a team sport the psychological effect may even be stronger due to the fact that the athlete knows that others are dependent on him or her to perform. This is especially true in a sport such as rowing or a relay race where one athlete must work in concert with others as a cohesive unit. There is something about the fact that every player is depending on the other to keep going which aids the endorphins in each system to push past the body's point of termination. The rush of endorphins will keep circulating to create more and induce a heightened activity which the athlete can sustain for longer periods. There are incidents which have been documented where athletes such as marathon runners and football players have sustained injury that should have ended their activity but never realizing the injury until the competition had ended and they returned to a relaxed state. Our bodies are smarter than we think and there are also enzymes whose sole purpose is to degrade the modulating neuropeptides once the endorphin has served its purpose. It is so far impossible to adequately produce a synthetic version of the body's natural pain fighter. Many have tried but so far with no satisfactory results.

References
Bear, Mark F., Connors, Barry W. & Paradiso, Michael A. (1996). Neuroscience: Exploring the Brain. Baltimore: Williams and Wilkins
Carey, Joseph. (1993). Brain Facts. Washington, D.C.: Society for Neuroscience
Encyclopedia of Mental Disorders A-Br
http://www.minddisorders.com/A-Br/Brain.html
Fabian, Sharon. (1999-2007 Spine-health.com). Opening and closing the pain gates for chronic pain, http://www.spine- health.com/topics/cd/pain/chronic_pain_theories/chronic_pain_theory04.html
Koman, Kathleen. (2005 November-December). The Science of Hurt: Medical researchers and doctors work to close the "gates" on pain
Copyright ©1996-2007 Harvard Magazine, Inc.
http://www.harvardmagazine.com/on-line/110523.html
Nervous System. (2007). http://edhelper.com/Reading Comprehension_29_3.html
Purves, Dale, Augustine, George, J., Fitzpatrick, David, Katz, Lawrence, C., LaMantia,
Anthony-Samuel, McNamara, James, O., Williams, S. Mark. (2001). Neuroscience, Second Edition. Copyright © 2001 by Sinauer Associates, Inc. All rights reserved.
Neuroscience / edited by Dale Purves … [et al.].-- 2nd ed.
Stevenson, Nicole. (1999). Biology 202, Nature's Own: The Feel Good Hormone. Neurobiology and Behavior http://serendip.brynmawr.edu/bb/neuro/neuro99/web3/Stevenson.html






The Student’s Survival Guide

Critical Thinking
Memory
The Student’s Survival Guide


Abstract
        To be a good student requires many things, first you have to want to be a good student and make a conscious effort to do so. Another way is by evaluating how you study, the time of day, how long, and techniques used to remember what you’ve learned. As we move up the ladder into high school and beyond we are faced with more challenges and many more responsibilities. Those study sessions are a little more difficult now, time becomes more of a factor and maybe those study habits we had in eighth grade don’t apply any longer. Our mind can receive new information with little effort on our part but processing and storing that information for later use requires us to be more proactive in our thinking. As important as it is to develop good external study habits it is equally important to develop your brain and practice good mental study habits. As the things we learn get more difficult, complicated and more important to us it is to our advantage to understand how the mind works and processes information. This can result in more productive study sessions, better retention of information and much better recall. This paper looks at how the mind processes information, stages of memory and ways in which students can sharpen their study skills.


Introduction
        Going back to school, it has not been the easiest thing I’ve ever done by no means. It is however something that I needed to do and looking back it is something I always knew I would eventually have to do. In today’s world with technology reshaping our lives so rapidly and the job market being redefined almost daily it is almost a requirement if one is going to compete and stay competitive. My first realization of this fact came after a lay off from my first job, which I held for 15 years. I had to retrain myself and learn new skills to compete in my field. After a while I decided to switch my career and had to take training classes at night and distant learning courses. Through each step I had to remember what it was like to be a student once more and function in a learning environment. Now as a student in a university, this is my biggest step so far and I am truly learning what it means to go back to school. After so many years being out of a true classroom environment with lectures, quizzes and papers to write I am calling on all my resources to stay focused and learn good study techniques. There are the few blessed among us that studying comes easy and they remember everything, then there are those of us who can’t seem to get organized, are easily distracted or for whatever reason have trouble. Me being older and out of school longer may or may not be a factor, but it still comes down to being disciplined in your studying and following solid learning techniques. One step in the learning process is teaching yourself how to remember what you learn. Know how the memory processes work and the tricks and techniques to use to retain and recall the information when you need to. I have been asked to submit a chapter for a book titled “The Student’s Survival Guide to College”. The chapter is Three Steps to a Terrific Memory. The following is that chapter.


Three Steps to a Terrific Memory
        The word student loosly translated from its Latin roots means “one who directs zeal at a subject”. My Interpretation is more like one who is intent on learning something they know little or nothing about. As a student we all want to learn something new, we all need to be taught and to benefit from this teaching we all must remember what we learn so we can apply our new found knowledge and live a fuller life. Every student has at least one thing in common, that is we must study, practice, rehearse, and use our minds to learn, remember, recall and perform whatever our educational objective is.


        The whole process starts in our mind and how we choose to use it. Do we want to learn everything we possibly can or just a little? Do we thirst for more or give up after a little while. How do we use our mind to get the most out of our learning? How do we motivate ourselves, retain what we learn and recall it at will.


        First let’s look at how memory processes function. Initially when you receive information it follows three operations; input, storage and retrieval. What is it you desire to learn? Are you ready to accept new imformation? This is where it all starts as input is received and enters the memory system. Stay alert because attention operates at this stage and selects information to be further processed. From here the raw information data is encoded into a sound, a visual image or a meaning that can be processed in the next stage of memory.


        Now you have this information, where do you put it and how do you keep it? You don’t know how long you will need it, when you will need it and how many times you may have to call it up. Some information may need to be retained for long periods or permanently while other information may only be stored briefly.


Stage Theory of Memory
        The stage theory of memory (Atkinson & Shiffrin, 1968; Baddeley, 1999) is a model which assumes that we all store information in three separate but linked memories each with a different interval. One only very briefly, a second for no more than 30 seconds unless renewed and a third which is more permanent. The last two are the ones you will most likely call on more often as a student. Information must follow this order so to get to the third stage it must first go through stages one and two. That is why the memory stores are thought of as linked. These three stages of memory are known as the sensory register, short-term memory and long-term memory.


        Getting back to our three operations of receiving information, we know the information is encoded meaning the information is represented in a way that we can identify it in our mind by a sound, a visual or a meaning. We then process it further; this is where the memory stages come in. If it is something unimportant or a distraction it will not get beyond the short-term memory. However if we need to hold on to this information for an unspecified length of time we will hold it in our short-term memory for future reference. There are methods we can apply to temporarily store this information but be aware, information can be lost from short-term memory in less than half a minute unless we do something to keep it alive. This is the critical step but there are ways in which we can accomplish this. In a classroom situation the most obvious is to write down everything of importance so you can refer to it later. Taking good notes is imperative also highlight or underline important passages in your textbook. Beyond that is to use something called rehearsal. Information can be renewed in short-term memory by mentally repeating it or rehearsing it the way an actor might rehearse the lines in a script. This method of rehearsal can help you burn something into your memory for much longer periods of time. Say the words, see the words, and hear the words, whatever helps to make it stay in your memory. The human mind responds to sounds so transforming information to sounds that we can remember is sometimes a good way to retain facts.

The Information Processing Model
        Another good method of keeping things in short-term memory longer is by chunking information, which is putting your information into units of memory that you can reconstruct. By chunking words and numbers into groups of three or four but no more than seven you may have an easier time of remembering larger bits of information. These are two ways to keep information in your short-term memory longer so that eventually you can move it into your long-term memory for permanent storage. The key is to use whatever method works best for you, sometimes word association works where you associate a word or a name or maybe a date with someone or something personal in your life. For instance you might take the first letter of each word in a list and associate that letter with the name of someone you know. This is one way of passing information into long-term memory called elaboration where you create associations between new memories and existing memories.

Conclusion
        As you can see these methods are not only ways to store and retain information but also ways in which you can retrieve the information. The more you practice these methods the easier they will be and the better your memory will be.


        In review, to be a successful student you must first be motivated to learn and be willing to do whatever is necessary to devote yourself to your studies. Choose a time and a place where you can study with no interference. Have a daily study schedule and stick to it. Pay attention in class and take notes. To learn you must first receive the information and avoid distractions that interfere with receiving information and the memory process. Also learn and use the techniques discussed in this chapter to help you improve your memory. As you improve you will grow more confident and that will in turn have a positive effect in everything you do.


References
Lahey, Benjamin B. (2007) Psycology: an introduction, Ninth Edition, McGraw Hill
http://www.ohlone.edu/org/orientation/studytechniques.html
http://www.researchmatters.harvard.edu/story.php?article_id=689
http://www.studygs.net/concen.htm
http://www.dushkin.com/connectext/psy/ch07/stages.mhtml
http://www.nwlink.com/~donclark/hrd/learning/memory.html

Lord of the Rings - A Writing Evaluation

Techniques for Writing Evaluations
Professional Writing
Peter Jackson’s Sorcery
By Richard Alleva


        In evaluating the article by Richard Alleva on his evaluation of the three-part film The Lord of the Rings, right from the beginning he says it may or may not please readers of the epic trilogy. Really, you think? He then refers to the books “northness”, what? It is as if he is trying to write to a very narrow readership or over the heads of the average reader as you continue. Alleva states he loves the mental imagery the book offers but thought the prose was a bit too much. That is the way Tolkien wrote the book, it is what brought the story to life and helped make those images so real. He admits that “Tolkien could write well”; could write well? This is a bit of an understatement to say the least. An example taken from the book of a sentence which he thinks there is too many of is ridiculous. Again this is the book and the way Tolkien wrote it. Would you tell Mozart he had too many notes in any one of his compositions? He says “this is too much of a wet thing “, huh? Maybe I’m just not getting something here; after all I’m not intellectual elite.


        A book is one thing and a movie is quite another, one cannot expect the literary style of a book to translate to a movie perfectly every time, nor would you want it to unless you were doing Shakespeare or something similar. Alleva says fresher language is needed, well Tolkien was not writing a screen play and he certainly wasn’t concerned, I think, with how his writing would come across as movie dialog. He (Alleva) seems to take delight that the prose of the book is missing in the film.


        Much emphasis is placed on the differences between the book and the movie and that’s fine. This should be mentioned and expected, of course there are differences, but of today’s younger movie going audience very few have probably read the Hobbit trilogy and only those who have read it would have any idea of what he is talking about. The examples and explanations he gives are somewhat puzzling. After all the talk about Tolkien’s prose, Alleva tells us of the movie: “It overthrows our reading responses with a giant’s sneer and brushes aside our psychological collaboration with the author. So caveat lector.” [Let the reader beware] What is that all about? Talk about the pot calling the kettle black!


        Instead of a formal movie review Alleva tells us he is just going to walk around the film trilogy… and point out interesting features just as if walking around “a hydroelectric dam or a new skyscraper”. Maybe it’s just me but something about that concept and the way it is written just doesn’t sit right with me. He continues to try too hard to say what he wants to say instead of just saying it. I felt nearly exhausted from all the effort it took to read through and around all the obstacles in the intro alone.


        The narrative review begins with a long explanation about how Tolkien’s book was a huge verbal Lego project…and ends with something about a toy monster or a train station? Whew! This whole opening sentence is long on words but weak on substance. He does a good job as far as describing the movie itself and getting quotes from some of the actors, but it is still difficult to discern how he feels overall. With some parts he seems pleased as with the cinematography and with other parts annoyed. He seems unhappy with the brevity and compression and then praises the scriptwriters for keeping a lengthy movie both richly textured and sleek.


        Overall Alleva appears to be pleased with the acting as he brushes over the most well known in the cast and reveals an almost crush on Liv Tyler. He expresses a particular appreciation for the actor who portrayed Gollum, Andy Serkis, for managing such a complex role. Not to be overlooked the two princesses are given proper acknowledgement and praised for their strength of character, not quite as Tolkien had written them originally he says, very well.


        The imagery gets somewhat mixed reactions from Alleva, he liked the computer-generated work but mostly enjoyed the camera angles and the more intimate details such as focusing on a single character at an especially poignant time in the story. He then complains about one aspect of the imagery, and says he may do himself in if he had to watch it again, I think for the most part he liked what he saw. Likewise Alleva did like the humor, what little there was of it, and pointed out two good examples.


        The review ends with more book to movie comparisons, this time about the themes. Though he agrees to the movie keeping with the central theme of the book he has to make a political correlation, which is weak at best. If the theme as he puts it is good vs. evil, leave it at that and let the movie define it on its own terms. He did not need to draw a connection to conservative or liberal. This is supposed to be about a wonderful book built around a fantasy and the movie that became of it. Politics or your political affiliation has no place here and is totally unnecessary.


        Alleva conveys a slight uneasiness with the ending or this is just a continuation of the confusing style in which he started the piece. He seems not to mind that the movie concludes the same as in the book but laments over the morally messy climax. He gives the reader the impression that he begrudgingly accepts the ending but it didn’t end quite the way he would have wanted it to, still one cannot be sure. Finally at the end he does say that the treatment given the movie was acceptable and did respect Tolkien’s work. He then gives Peter Jackson credit for making Tolkien’s archaic epic fresh for the modern screen. Is this finally the explanation of the sorcery of Peter Jackson we’ve been waiting for?


        In conclusion the review got off to a very rough start, was a bit cryptic for the average reader and somewhat narrow. Alleva did not seem very concise, who was his audience for this piece? Someone who knows nothing about the books or Tolkien’s work would probably give up on this review after the first couple of paragraphs unless they had good reason not to. I didn’t see anything here very insightful or profound to pique my interest. The title is Peter Jackson’s Sorcery, so what about Peter Jackson’s Sorcery? I read a bunch of stuff about Tolkien’s book and his writing style and how it doesn’t translate well to a movie. Then an ineffectual example from Tolkien’s book was offered and other confusing colorful passages amounting to very little. If you can make it past the gauntlet of the first two paragraphs, you may find something redeeming in what follows but it is short lived, Alleva still doesn’t offer much in the way of giving us any astounding facts on the movie or background on the sorcery of Peter Jackson. He says that nonreaders of Lord of the Rings may occasionally be puzzled, well no more than I was trying to grasp the purpose of this review.

Reclaiming Your Life after a Natural Disaster

Critical Thinking
Reclaiming Your Life after a Natural Disaster
The Role of Psychology



Abstract
        Psychology is so much a part of our everyday lives that most of us are not even conscious of its presence. Psychology is used to manipulate and motivate us, to control our emotions and behavior, and also to help us live a fuller life and cope with difficulties that stop us in our tracks. One such difficulty is a natural disaster, or any type of disaster for that matter. After a disaster, after the shock goes away, we are left with the task of comprehending what just happened, who survived who did not and how do I go on from here? Emotionally you’re a wreck and even if you do have a support group around you it takes time and patience to recover if at all. Very often professional care, observation and counseling are needed. Learning to recognize when we need help and admitting it is just the first step but there is much more that can be done even before a disaster strikes to prepare us as much as possible for what will follow. That is where psychology, which we take for granted every day, can play a big role in helping us understand and cope with the difficulties that lie ahead.


        On September 28, 2005 the lives of many people were about to change, for nearly all, this change would be a permanent one. That Sunday morning was to be the last time I would see my home as it was then. The last time I would see my neighbors, the people I worked with, friends and my city as I remember it. I left home that morning and headed east. There was a storm in the Gulf of Mexico and I finally realized that this one was not going to be like any of those we had experienced in the last 20 years. That morning the Mayor announced that everyone in the city that can leave, must leave immediately. That’s when I got it but I had no idea I was leaving behind more than just my home.


        When I got to Mississippi I headed to the coast to get off the I-10 which was like a parking lot. As I passed along the beaches and the casinos I couldn’t imagine the devastation and destruction that was just hours away. Listening to the reports on WWL radio and the calls coming in made me just want to keep heading to Florida where I knew or hoped I would be far enough away. After fourteen hours on the road I stopped at a Red Cross shelter in Tallahassee, it was about 2am local time. They had just opened the shelter a short time before and mine was the third vehicle to arrive.


        Morning came and those of us awake stood around the television eager to hear something to let us know we could be returning home soon. Instead the sketchy reports that came in only made us feel worse. It was becoming clear that the hurricane called Katrina had ravished much of the gulf south from Louisiana to Florida.


        The shelter was beginning to fill with more weary travelers; they came from all over the gulf south. We watched the TV in stunned silence and wondered now what? There we were in a strange place, most with just the clothes on our backs and whatever we could take with us.


        By the second day everyone knew there would be no returning home any time soon. That night I called my family in Palm Bay and told them where I was and that I would be coming to stay awhile. More people arrived and on the third day the shelter was filled to near capacity. Some locals came by to offer their homes for a bath or a nap. I took off around noon and once again headed east. I realized how lucky I was to find that shelter and have a place to stay.


        The Red Cross did a good job making sure everyone was cared for and while there I met several volunteers with FEMA. They were using the shelter for their staging location before heading to the gulf coast. One of the people I talked to was a psychologist and he told me how he would be helping people cope with the situation. It never occurred to me at the time that this type of aid would be part of the response team sent to help the survivors but just looking at those around me it made sense.


        Disasters such as Hurricane Katrina are difficult to bounce back from; a person can become overwhelmed and without support from family and friends it could have lasting negative effects on one’s life. For many still further help is needed, professional help. What about those who have no one to turn to after such a disaster? Where do they go? The walking wounded who cannot express themselves; they alienate family and friends or take on destructive behavior, how do we help them?


        Even now nearly two years after Hurricane Katrina there are thousands still dealing with trying to put back the pieces of their shattered lives. Especially affected are those of lower income or with no strong family or community ties. They all live with the memory of Katrina every day; some find the strength to go on while others just give up.


        In an Associated Press article from New Orleans, dated June 2, 2007 they report that almost two years after Hurricane Katrina, many in the medical community think that the massive storm is still killing. Dr. John Thompson, director of forensic neuropsychiatry at Tulane University Health Sciences Center was quoted as saying “We all think the death rate is up, look at all the things people are living with: tremendous stress, the dust and mold still in houses and buildings, financial worries, fear of crime. There are bound to be both psychological and physical stresses."

        Although deaths have not been listed as Katrina-related since the end of 2005, Orleans Parish coroner Dr. Frank Minyard said he believes the hurricane is responsible for many more deaths. According to Dr. Minyard "There is no doubt in my mind that Katrina is still killing our residents, people with pre-existing conditions that are made worse by the stress of living here after the storm. Old people who are just giving up. People who are killing themselves because they feel they can't go on."


        One person who agrees is Dr. Ronald Kessler, professor of health care policy at Harvard Medical School and head of a group that has monitored 3,000 exiled Katrina survivors. Dr. Kessler commented that "There are high rates of mental health problems among the survivors and previous research has found that mental disorders are predictors of earlier death rates, so putting the two together in New Orleans is not surprising." Dr. Kessler also suggested psychological autopsies - which try to reconstruct an individual's mental and physical state before death - might be helpful in determining exact causes of death.


        In agreement are local mental health professionals who say they are encountering more people with psychological problems. Others are reporting the same findings, Leah Hedrick, social worker at Ochsner Hospital told the associated Press "We're seeing triple the number of people with mental health problems as we were before Katrina; depression, suicidal, anxiety, abuse of drugs and alcohol, and along with that comes a lot more physical problems."


        Much has been done since the first days of Katrina and much has been learned in the way of psychological study to help people adjust. In fact Katrina has become a case study for many other disasters that followed.


        Mental health experts in a 2006 State Leadership Conference concluded that recent disasters such as Hurricane Katrina have demonstrated that, in addition to immediate aid, survivors need long-term, culturally sensitive mental health resources from state disaster-response networks.


        Margie Schroeder, director of the APA Practice Directorate's Disaster Response Network told those in attendance at the conference that as we have seen with Katrina, continued aid is needed in the region and will be needed for some time, she asked "What kind of aid can psychologists provide, and what is currently being done out there that might be a model for us looking ahead?"


        One thing that must be done is to get involved with the community as quickly as possible to give those in need a place to go to get help. According to Rita Justice PhD, a Disaster Response Network (DRN) coordinator for the Texas Psychological Association, their connections with first responders, city and county emergency management groups and volunteer groups provided critical information on what resources were available and where. She noted when Houston's Astrodome took in a mass transfer of 100,000 New Orleans evacuees, the DRN was called in to organize the mental health response and coordinate the services supplied by many volunteer groups.


        This is some of the ways basic and applied psychology can be applied to disasters such as Hurricane Katrina to help us understand what people are going through and help them adjust and cope with their situation. It is also important to stay informed on daily developments and be prepared to continue assistance in the long term.


        Psychological data can be gained in many areas on how to deal with the traumas people suffer following a disaster and how to continue providing that care as long as necessary. Those who are severely affected will require more attention and psychology can work with survivors to educate them on how to recognize symptoms of mental distress. Disaster teams working with psychologist must be able to better communicate with survivors and recognize when a person is reaching out for help. Psychology must take a leadership role in educating and treating those suffering from the trauma and confusion resulting from a disaster. Follow up is all important in making sure the person continues to follow the treatment prescribed by the psychologist.


        Psychological Associations should play a role in coordinating with government and other groups in implementing a long term strategy for care and recovery of disaster survivors. They must promote involvement by all possible groups, not just volunteers or religious groups but also teachers, doctors, community leaders and organizations. Information must be made easily available to everyone who needs it. Behavior such as personality changes and other signs of mental or physical distress must be clearly defined and the information distributed to the community. Advice and contact information must be provided in all appropriate languages. As a multi cultural society, traditions must be observed and respected also psychologist can train volunteers and disaster teams on cultural relativity.


        The number of practitioners trained for disaster situations should be increased to avoid shortages in major disasters like Katrina. A good example is the Kentucky Psychological Association, where a disaster-training program has been set up which is accessible through 15 telehealth conference sites statewide. Participants learn about different considerations for treating children, adults and older adult victims and receive an introduction to diversity issues in trauma treatment. The training is free, and the association has sent flyers to more than 7,000 mental health professionals in the state.


        Basic psychology can be conducted in universities, colleges or research institutions for example where survivors of a disaster can take part in controlled research. Cognition could be one such study; is the person able to grasp the situation and what has happened? Can they face up to the problems that lie ahead? Are they capable of putting a plan together and working that plan? Applied psychology can use the results of basic research and apply the methods directly to those who need it.


        Through careful controlled observation and education we can make an important contribution to providing much needed help to disaster survivors.

Conclusion
        We seem to be in a time now where disasters are happening more frequently, especially right here in the US. In any one day you can follow at least two or three situations involving some type of traumatic event. Homes burning in California, flooding in Texas, tornadoes in Kansas and now we are once again in hurricane season and we know what that means. On top of that we still have earthquakes, volcanoes and terrorist to consider, so you get my point. We must be prepared for a very active time ahead, you can feel it, Mother Nature is flexing her muscles and some of us are getting in the way. There is a kind of tension or anxiety in the air. All around the country there are thousands of people who are victims of one disaster or another. We wake up to the radio in the morning and another disaster is in the news, it’s the same thing at the end of the evening, and we can’t help but wonder where next? So many lives are being torn apart, and terrible acts of murder and cruelty are being committed. We need to get a handle on what is happening in our society. Psychology must be a part of the solution and not just continue but step up their involvement in the research of disasters and how a population is affected. Not just following a disaster, but prior to; the anxiety and anticipation that precludes a disaster, how it dictates our behavior and motives, how we treat ourselves and one another.


With a greater understanding of what is happening, why it is happening and what we can do about it, many more victims of disasters can be helped and psychology is perhaps the most important contribution to this healing process. Psychology is a vital link in the chain and is needed now more than ever.

References
Meyers, Laurie. Monitor Staff. (2006, May) Volume 37, No. 5, Katrina trauma lingers long: Disaster experts shared lessons. Monitor on Psychology, APA Online, PsychNET®
© 2006 American Psychological Association. http://www.apa.org/monitor/may06/homepage.html
Almost two years later, debate rages over whether Katrina is still killing
(“Almost Two Years” 2007, June 02) Associated Press
http://psycport.apa.org/
http://www.time.com/time/magazine/article/0,9171,1132832,00.html