Once upon a time there was a mom who had all her Christmas presents purchased and wrapped before Thanksgiving. She wanted to keep December free for baking. Store bought wouldn’t do. Throughout that month the house was filled with incredible cookie fragrances. It was hard to keep the baked goods away from her family, but, of course, they got to sample each batch. On Christmas Eve cookie packages for family and friends were assembled, wrapped, and labeled. There were hundreds of treats, dozens of varieties. People looked forward to their “little something.” Once upon a midnight clear preparation was not an imposition.
Once upon a time homemade gifts were proudly made by children, even though they had circled nearly everything in the Sears Wish Book toy catalog. Fathers proudly displayed school-made clay dishes and colorful cards created with lots of paste, glitter, and ribbon. Mothers were thrilled with paper flowers and promises to dry the dishes and be good. Families made decorations for the home. Handmade ornaments covered the Christmas tree. Yards of red and green paper chains festooned the dining room. Cranberries and popped corn garlands draped the Christmas tree. Everyone helped. Once upon a midnight clear simplicity was the norm.
Once upon a time you listened all year for unexpressed wishes, watched for unfulfilled needs, and planned something unexpected that you’d really like someone to have. Gift cards were not an option because too much thought was invested into gift selection. No one worked from a list entitled “I want exactly this, from this particular store; and you’d better get it right!” No one re-gifted. Shoppers were not told that it is good to “pick up an extra gift for yourself,” or that they should use Christmas shopping to load up on things they wanted for themselves. Once upon a midnight clear people were grateful, not greedy.
Once upon a time several evenings were set aside to write Christmas greetings with personal notes enclosed. There were no “Holiday Letters,” written on the computer, decorated with clip-art, and sent en masse to dozens of remote addressees. No one emailed impersonal electronic greetings to everybody on their “Contact List”. Correspondents genuinely wished each other the joys of the season, peace and good health in the New Year. Cards were saved; messages savored. They were warm, intimate, and genuine. People cared about each other and expressed their feelings with thoughtful notes, small gifts, and friendly gestures. Shut-ins were visited; lonely relatives urged to “join us for dinner—we’ll pick you up.” People took time in this special season of miracles. Once upon a midnight some things were clear.
Best wishes for a Happy Christmas and a Peaceful and Healthy New Year, from the Christmas Grump
Monday, December 10, 2007
Friday, November 30, 2007
Vocabulary Quiz 4
This is the last. It has been fun creating the quizzes; mostly because it enabled me to re-visit the words I’ve been collecting throughout the years. I hope you enjoyed them, and discovered a few useful words to add to your vocabulary. If you’re a real word fanatic, go back through the quizzes and identify the 5 answers in each quiz that did not match one of the words. Try to find the word that is defined by the unused answers. You’re on your own, however, because this is where I stop. As usual there are 20 words and 25 answers. Five of the definitions will not apply.
1) quiddity 2) recondite 3) revenant 4) sapid 5) serried 6) solecism
7) stochastic 8) sumptuary 9) telluric 10) tergiversator 11) termagant
12) thaumaturgy 13) threnody 14) traduce 15) trenchant 16) usufruct
17) velleity 18) withes 19) xoanon 20) zymotic
A) dirge; B) caused by fermentation; C) overabundance D) essential nature of something; inconsequential distinction; E) keen, cutting; F) last speaker in program; G) carved statue of a deity, usually made of wood; H) wish without action to achieve it; I) dealing with matters that require profound or specialized knowledge; J) artificial sweetener; K) involving random or probabilistic behavior; L) working of miracles; M) flagrant grammatical error; N) shrewish woman; O) make disparaging personal remarks; P) fertilized ovum; Q) ghost who appears many years after death; R) terrestrial, from the earth; S) stems or twigs used to bind materials together; T) very crowded; U) theory that only the self exists; V) flavorful, tasty; W) one who changes sides in a cause, or makes ambiguous statements; X) limiting budget; Y) legal use of another’s possessions or profit.
ANSWERS: 1-D; 2-I; 3-Q; 4-V; 5-T; 6-M; 7-K; 8-X; 9-R; 10-W; 11-N; 12-L; 13-A; 14-O; 15-E; 16-Y; 17-H; 18-S; 19-G; 20-B.
1) quiddity 2) recondite 3) revenant 4) sapid 5) serried 6) solecism
7) stochastic 8) sumptuary 9) telluric 10) tergiversator 11) termagant
12) thaumaturgy 13) threnody 14) traduce 15) trenchant 16) usufruct
17) velleity 18) withes 19) xoanon 20) zymotic
A) dirge; B) caused by fermentation; C) overabundance D) essential nature of something; inconsequential distinction; E) keen, cutting; F) last speaker in program; G) carved statue of a deity, usually made of wood; H) wish without action to achieve it; I) dealing with matters that require profound or specialized knowledge; J) artificial sweetener; K) involving random or probabilistic behavior; L) working of miracles; M) flagrant grammatical error; N) shrewish woman; O) make disparaging personal remarks; P) fertilized ovum; Q) ghost who appears many years after death; R) terrestrial, from the earth; S) stems or twigs used to bind materials together; T) very crowded; U) theory that only the self exists; V) flavorful, tasty; W) one who changes sides in a cause, or makes ambiguous statements; X) limiting budget; Y) legal use of another’s possessions or profit.
ANSWERS: 1-D; 2-I; 3-Q; 4-V; 5-T; 6-M; 7-K; 8-X; 9-R; 10-W; 11-N; 12-L; 13-A; 14-O; 15-E; 16-Y; 17-H; 18-S; 19-G; 20-B.
Sunday, November 04, 2007
Vocabulary Quiz 3
You should find this quiz easier than the previous two, but nonetheless useful. The same format will be used with 20 words and 25 answers. Five of the answers will not apply.
1) maieutic 2) meretricious 3) minatory 4) moiety 5) mordant 6) nacre 7) nielloed 8) nugatory 9) obloquy 10) obsecration 11) obviate 12) optative 13) otiose 14) panegyric 15) parthenogenic 16) pasquinade 17) peroration 18) perspicacious 19) prolix 20) psephology
A) cannon volley; B) worthless; C) long and wordy; D) study of elections; E) fiery; F) Socratic method of inquiry intended to bring out latent ideas by asking questions; G) flashy, tawdry; H) formal praise; I) development of an egg without male fertilization; J) verb mood indicating the expression of a wish; K) slander, defamation; L) study of sub-atomic particles; M) biting sarcasm; N) indolent, without purpose; O) publicly posted, usually anonymous, lampoon; P) threatening; Q) act of beseeching; R) dental procedure; S) either of two parts, not necessarily equal; T) black ornamental work filling an incised design; U) separation of genetic material; V) discerning, penetrating understanding; W) mother of pearl; X) end of an oratory, summing up of points in a speech; Y) make unnecessary, get rid of
ANSWERS: 1-F; 2-G; 3-P; 4-S; 5-M; 6-W; 7-T; 8-B; 9-K; 10-Q; 11-Y; 12-J; 13-N; 14-H; 15-I; 16-O; 17-X; 18-V; 19-C; 20-D.
1) maieutic 2) meretricious 3) minatory 4) moiety 5) mordant 6) nacre 7) nielloed 8) nugatory 9) obloquy 10) obsecration 11) obviate 12) optative 13) otiose 14) panegyric 15) parthenogenic 16) pasquinade 17) peroration 18) perspicacious 19) prolix 20) psephology
A) cannon volley; B) worthless; C) long and wordy; D) study of elections; E) fiery; F) Socratic method of inquiry intended to bring out latent ideas by asking questions; G) flashy, tawdry; H) formal praise; I) development of an egg without male fertilization; J) verb mood indicating the expression of a wish; K) slander, defamation; L) study of sub-atomic particles; M) biting sarcasm; N) indolent, without purpose; O) publicly posted, usually anonymous, lampoon; P) threatening; Q) act of beseeching; R) dental procedure; S) either of two parts, not necessarily equal; T) black ornamental work filling an incised design; U) separation of genetic material; V) discerning, penetrating understanding; W) mother of pearl; X) end of an oratory, summing up of points in a speech; Y) make unnecessary, get rid of
ANSWERS: 1-F; 2-G; 3-P; 4-S; 5-M; 6-W; 7-T; 8-B; 9-K; 10-Q; 11-Y; 12-J; 13-N; 14-H; 15-I; 16-O; 17-X; 18-V; 19-C; 20-D.
Friday, October 05, 2007
Vocabulary Quiz 2
I hope you enjoyed the first quiz and, maybe, learned a new word or two. It was good practice for me to consult my spiral notebook and review the words I’ve entered throughout the years. If you don’t use the words everyday, they you will need to review periodically. Again I have 20 words and 25 definitions. Not all of the definitions will be used.
1) coign 2) exegete 3) gambol 4) garrulity 5) gravid 6) hortatory 7) immure 8) imprecate 9) ineluctability 10) instantiate 11) inveigh 12) inveigle 13) jeremiad 14) koine 15) labile 16) lagniappe 17) lambent 18) lethe 19) litotes 20) lucubrations
A) Neapolitan secret society B) denounce, criticize C) frolic, skip playfully D) understatement for emphasis by substituting the affirmative with the negative E) glowing, softly radiant F) pertaining to clocks G) inescapable H) complimentary gift with purchase I) endow J) pregnant , burdened K) oblivion, dreamy state L) to represent by concrete example M) urging, exhorting N) fresco preparation O) lament P) unstable, likely to change Q) curse, invoke against R) drench S) entice, wheedle T) regional dialects and tongues that become standard language for larger populace U) literary effort resulting from prolonged research, like a dissertation V) unrestrained talkativeness W) one who discourses as an expert, especially in religion X) favorable observation post or vantage point Y) imprison, enclose
Answers: 1-X; 2-W; 3-C; 4-V; 5-J; 6-M; 7-Y; 8-Q; 9-G; 10-L; 11-B; 12-S; 13-O; 14-T; 15-P; 16-H; 17-E; 18-K; 19-D; 20-U.
1) coign 2) exegete 3) gambol 4) garrulity 5) gravid 6) hortatory 7) immure 8) imprecate 9) ineluctability 10) instantiate 11) inveigh 12) inveigle 13) jeremiad 14) koine 15) labile 16) lagniappe 17) lambent 18) lethe 19) litotes 20) lucubrations
A) Neapolitan secret society B) denounce, criticize C) frolic, skip playfully D) understatement for emphasis by substituting the affirmative with the negative E) glowing, softly radiant F) pertaining to clocks G) inescapable H) complimentary gift with purchase I) endow J) pregnant , burdened K) oblivion, dreamy state L) to represent by concrete example M) urging, exhorting N) fresco preparation O) lament P) unstable, likely to change Q) curse, invoke against R) drench S) entice, wheedle T) regional dialects and tongues that become standard language for larger populace U) literary effort resulting from prolonged research, like a dissertation V) unrestrained talkativeness W) one who discourses as an expert, especially in religion X) favorable observation post or vantage point Y) imprison, enclose
Answers: 1-X; 2-W; 3-C; 4-V; 5-J; 6-M; 7-Y; 8-Q; 9-G; 10-L; 11-B; 12-S; 13-O; 14-T; 15-P; 16-H; 17-E; 18-K; 19-D; 20-U.
Monday, September 24, 2007
Vocabulary Quiz 1
Years ago I worked as a psychometrist, writing tests for a governmental entity. Constructing a good test is both an art and a technical skill. The test writer must be sure that answer choices do not lead the subject to the answer (a 3-1 split), or provide more than one correct choice (2-2 dilemma). You might not believe it, but a well constructed true/false test is the most difficult test to take.
I’ve never lost my fascination for test construction. I’ve used tests, disguised as puzzles, to teach special education children in junior high and one to use as an ice breaker for an employee gathering. I often create some sort of bibliographic “quiz” or puzzle when doing book displays at the library. There has been a Sherlock Holmes Jumble, a crossword to celebrate the town’s 100th anniversary, a classic mystery writer/detective challenge, and several specialized crosswords, amongst others. This vocabulary quiz will hopefully satisfy my continuing need to create a challenging puzzle cum quiz and provide a venue for others to increase their word power.
Building a vocabulary that is precise, varied, and powerful can become an enjoyable exercise. How does one find words that mean exactly what you intend? A key method is to read good authors. Although many might not agree with what he writes, William F. Buckley, Jr. has provided me with a plethora of choice words. There are many other authors who do not lower their standards or “talk down” to their readers. When I read their books, I keep a blank bookmark as a place keeper and jot down a word I don’t understand along with the page it’s on for context. I usually look the words up when I’ve finished the book, but sometimes it is necessary to run to the unabridged dictionary before you can continue reading with comprehension. Such a practice is enjoyable and educational.
What follows is the first of a number of vocabulary quizzes. There are 20 words and 25 definitions--not all will be used. At the end of the piece I have the answers. Hope you find a few new ones to make your own! The best way to do that is to use each in a sentence you create. Send me a sample.
1) anagnorisis 2) apothegm 3) apotropaic 4) atavistic 5) boustrophedon
6) brumous 7) bowdlerize 8) caducity 9) captious 10) condign 11) corybantic 12) defalcation 13) delator 14) deracinated 15) eidolon 16) eristic 17) esurient 18) execrable 19) fatidic 20) febrile
a) fragility of old age and senility; b) controversial; c) expurgate as in censorship; d) critical moment of recognition; e) dull, impassive; f) feverish; g) misty or foggy, especially in winter; h) urgent; i) uprooted, extirpated; j) integrity, honesty; k) completely abhorrent; l) greedy, hungry; m) caused by fermentation; n) frenzied; o) protective for warding off evil; p) misappropriation of money held in trust, or by officials; q) reversion to primitive or more remote ancestor; r) prophetic; s) pithy, terse remark; t) phantom or apparition; u) medical process; v) writing that runs left to right and then right to left; w) excessive fault finding in order to confuse opponent in an argument; x) informer; y) deservedly severe punishment
Answers: 1-d; 2-s; 3-o; 4-q; 5-v; 6-g; 7-c; 8-a; 9-w; 10-y; 11-n; 12-p; 13-x; 14-i; 15-t; 16-b; 17-l; 18-k; 19-r; and 20-f.
I’ve never lost my fascination for test construction. I’ve used tests, disguised as puzzles, to teach special education children in junior high and one to use as an ice breaker for an employee gathering. I often create some sort of bibliographic “quiz” or puzzle when doing book displays at the library. There has been a Sherlock Holmes Jumble, a crossword to celebrate the town’s 100th anniversary, a classic mystery writer/detective challenge, and several specialized crosswords, amongst others. This vocabulary quiz will hopefully satisfy my continuing need to create a challenging puzzle cum quiz and provide a venue for others to increase their word power.
Building a vocabulary that is precise, varied, and powerful can become an enjoyable exercise. How does one find words that mean exactly what you intend? A key method is to read good authors. Although many might not agree with what he writes, William F. Buckley, Jr. has provided me with a plethora of choice words. There are many other authors who do not lower their standards or “talk down” to their readers. When I read their books, I keep a blank bookmark as a place keeper and jot down a word I don’t understand along with the page it’s on for context. I usually look the words up when I’ve finished the book, but sometimes it is necessary to run to the unabridged dictionary before you can continue reading with comprehension. Such a practice is enjoyable and educational.
What follows is the first of a number of vocabulary quizzes. There are 20 words and 25 definitions--not all will be used. At the end of the piece I have the answers. Hope you find a few new ones to make your own! The best way to do that is to use each in a sentence you create. Send me a sample.
1) anagnorisis 2) apothegm 3) apotropaic 4) atavistic 5) boustrophedon
6) brumous 7) bowdlerize 8) caducity 9) captious 10) condign 11) corybantic 12) defalcation 13) delator 14) deracinated 15) eidolon 16) eristic 17) esurient 18) execrable 19) fatidic 20) febrile
a) fragility of old age and senility; b) controversial; c) expurgate as in censorship; d) critical moment of recognition; e) dull, impassive; f) feverish; g) misty or foggy, especially in winter; h) urgent; i) uprooted, extirpated; j) integrity, honesty; k) completely abhorrent; l) greedy, hungry; m) caused by fermentation; n) frenzied; o) protective for warding off evil; p) misappropriation of money held in trust, or by officials; q) reversion to primitive or more remote ancestor; r) prophetic; s) pithy, terse remark; t) phantom or apparition; u) medical process; v) writing that runs left to right and then right to left; w) excessive fault finding in order to confuse opponent in an argument; x) informer; y) deservedly severe punishment
Answers: 1-d; 2-s; 3-o; 4-q; 5-v; 6-g; 7-c; 8-a; 9-w; 10-y; 11-n; 12-p; 13-x; 14-i; 15-t; 16-b; 17-l; 18-k; 19-r; and 20-f.
Tuesday, September 04, 2007
No Hands To Hold
Cultural anthropologists tell us that Americans focus on the individual. However, most women maintain an identity that is at least partially relational. Women need to know where they belong in relation to others, especially the women in her family. What is under discussion is the maternal line, discounted by those obsessed with patrilineal ancestry. Despite the secondary importance of maternal lineage in societies that value male offspring, having a matrilineal history is comforting to a woman.
This relational identity may be a reflection of our genetic history. Bryan Sykes, in his book The Seven Daughters of Eve, describes the unbroken and unchanged inheritance of mitochondrial DNA (mDNA) that can be traced back from daughter to mother—all the way back to first daughter of Eve, who becomes the mother of a unique genetic lineage. In his book, Mr. Sykes employs an unusual convention for non-fiction. The first part of The Seven Daughters of Eve consists of factual accounts of DNA, mitochondrial transmission, and examples of anthropological and archeological evidence for each era. In the second portion of the book, he uses the factual accounts he has established and writes seven fictional vignettes based on each ancestral mother. It is that model I will employ here to examine the terminus of the maternal line.
What happens when the lineage is severed? Connection with the past is betrayed. Links to the future dissolve. The unfortunate woman who fails to pass the mDNA to a daughter is caught at the open end of a fast whirling crack the whip game where the last one will most surely be cut adrift. Genetically, she is the terminus of her maternal history. She is cast off, alone, with no hands to hold.
What follows is the story of the last one of her mDNA lineage. It is the story of Jean and her only daughter, Maisey. Maisey died as an adult almost a dozen years ago. Jean has no hands to hold.
Maisey was hell on wheels to raise. She was extremely bright, assertive, artistically gifted, and defiant. Her exceptional intelligence kept her on the safe side of things, but just barely. The teenaged Maisey hated her mother, probably not without cause.
Because of her high aspirations and intelligence Maisey managed to get accepted to a top tier college where she graduated with honors. Accustomed to living away from home she couldn’t wait to move out and be on her own after graduation. Soon she married a man her parents considered an unsuitable partner. Too independent and proud to ask for help, Maisey worked two jobs to pay for graduate school while managing a home. When she had successfully completed her master’s degree, she began a successful career as a consultant in an internationally recognized firm. Not content with her accomplishments, Maisey started to work on a Ph.D.
As the years went on, the emnity between mother and daughter dissolved. The once deadly enemies became friends. Their friendship was based on mutual respect and love. Both women had matured. Jean could finally say that the Maisey of old had “turned out really, really well.”
When Maisey and her husband purchased their first home, Jean planted bushes and flowers in Maisey’s garden when her daughter was too busy with work and school. Dad mowed the lawn. Jean wallpapered her daughter’s house while Dad did repairs. Maisey, herself, would tackle any job. She and her Dad remodeled the bathroom. Maisey took on the entire ceramic tile floor by herself. Parents and daughter established a close and mutually respectful relationship.
Often Maisey initiated activities. Maisey would drag Jean to antique stores where the daughter, who had a good eye for such things, usually found a treasure. On Sundays Maisey and her husband would come to dinner. While Dad was clearing up, Maisey and Jean settled on the couch to watch their favorite TV detective. Of course, a back rub for Maisey was always on the schedule. They always argued about whodunit and discussed a mystery they would write together. Maisey had the talent; Jean the background. They would begin just as soon as the Ph.D. was finished—only one class and her dissertation remained. Those were good years. If only Jean knew how precious and short they would be.
The phone call came after 10:30 in the evening. Jean was in the shower when her husband called to her. Word had come from a distant state. Maisey was dead: sudden death: far from home: alone. It is not something you willingly believe. On the previous day they had celebrated Maisey’s birthday. Five days later Jean and her husband would experience the heartbreak of burying their beloved daughter. This was a nightmare from which Jean would never waken.
Escape remains impossible as the quotidian activities of life intrude. Jean watches as the laughing mother and her daughter shop together for shoes. In a local restaurant she sees a mom treating her daughter to lunch. Jean longs to be like friends and relatives who can care for their daughter’s children, and who are honored in their daughter’s homes. As she and her husband age there is no daughter to say, “Sure, I’ll drive you to the doctor’s office, Mom.”
Jean cannot escape wanting what she can never have—simple, normal family relationships. Each time she sees the shoppers, diners, grandchildren, she loses Maisey all over again. How many times must Maisey die! The pull of mDNA is relentless. Jean no longer belongs.
Envy and disappointment are ever present. This creates guilt as well as a gulf in her relationships. While rejoicing in other’s good fortune, the bitter taste of disconnection sometimes intrudes. In As You Like It, Shakespeare wrote, “O, how bitter a thing it is to look into happiness through another man’s eyes!” Jean knows that unpalatable envy and bitterness are impossible to escape. Ancient links have been severed. Jean is adrift. She has no hands to hold.
This relational identity may be a reflection of our genetic history. Bryan Sykes, in his book The Seven Daughters of Eve, describes the unbroken and unchanged inheritance of mitochondrial DNA (mDNA) that can be traced back from daughter to mother—all the way back to first daughter of Eve, who becomes the mother of a unique genetic lineage. In his book, Mr. Sykes employs an unusual convention for non-fiction. The first part of The Seven Daughters of Eve consists of factual accounts of DNA, mitochondrial transmission, and examples of anthropological and archeological evidence for each era. In the second portion of the book, he uses the factual accounts he has established and writes seven fictional vignettes based on each ancestral mother. It is that model I will employ here to examine the terminus of the maternal line.
What happens when the lineage is severed? Connection with the past is betrayed. Links to the future dissolve. The unfortunate woman who fails to pass the mDNA to a daughter is caught at the open end of a fast whirling crack the whip game where the last one will most surely be cut adrift. Genetically, she is the terminus of her maternal history. She is cast off, alone, with no hands to hold.
What follows is the story of the last one of her mDNA lineage. It is the story of Jean and her only daughter, Maisey. Maisey died as an adult almost a dozen years ago. Jean has no hands to hold.
Maisey was hell on wheels to raise. She was extremely bright, assertive, artistically gifted, and defiant. Her exceptional intelligence kept her on the safe side of things, but just barely. The teenaged Maisey hated her mother, probably not without cause.
Because of her high aspirations and intelligence Maisey managed to get accepted to a top tier college where she graduated with honors. Accustomed to living away from home she couldn’t wait to move out and be on her own after graduation. Soon she married a man her parents considered an unsuitable partner. Too independent and proud to ask for help, Maisey worked two jobs to pay for graduate school while managing a home. When she had successfully completed her master’s degree, she began a successful career as a consultant in an internationally recognized firm. Not content with her accomplishments, Maisey started to work on a Ph.D.
As the years went on, the emnity between mother and daughter dissolved. The once deadly enemies became friends. Their friendship was based on mutual respect and love. Both women had matured. Jean could finally say that the Maisey of old had “turned out really, really well.”
When Maisey and her husband purchased their first home, Jean planted bushes and flowers in Maisey’s garden when her daughter was too busy with work and school. Dad mowed the lawn. Jean wallpapered her daughter’s house while Dad did repairs. Maisey, herself, would tackle any job. She and her Dad remodeled the bathroom. Maisey took on the entire ceramic tile floor by herself. Parents and daughter established a close and mutually respectful relationship.
Often Maisey initiated activities. Maisey would drag Jean to antique stores where the daughter, who had a good eye for such things, usually found a treasure. On Sundays Maisey and her husband would come to dinner. While Dad was clearing up, Maisey and Jean settled on the couch to watch their favorite TV detective. Of course, a back rub for Maisey was always on the schedule. They always argued about whodunit and discussed a mystery they would write together. Maisey had the talent; Jean the background. They would begin just as soon as the Ph.D. was finished—only one class and her dissertation remained. Those were good years. If only Jean knew how precious and short they would be.
The phone call came after 10:30 in the evening. Jean was in the shower when her husband called to her. Word had come from a distant state. Maisey was dead: sudden death: far from home: alone. It is not something you willingly believe. On the previous day they had celebrated Maisey’s birthday. Five days later Jean and her husband would experience the heartbreak of burying their beloved daughter. This was a nightmare from which Jean would never waken.
Escape remains impossible as the quotidian activities of life intrude. Jean watches as the laughing mother and her daughter shop together for shoes. In a local restaurant she sees a mom treating her daughter to lunch. Jean longs to be like friends and relatives who can care for their daughter’s children, and who are honored in their daughter’s homes. As she and her husband age there is no daughter to say, “Sure, I’ll drive you to the doctor’s office, Mom.”
Jean cannot escape wanting what she can never have—simple, normal family relationships. Each time she sees the shoppers, diners, grandchildren, she loses Maisey all over again. How many times must Maisey die! The pull of mDNA is relentless. Jean no longer belongs.
Envy and disappointment are ever present. This creates guilt as well as a gulf in her relationships. While rejoicing in other’s good fortune, the bitter taste of disconnection sometimes intrudes. In As You Like It, Shakespeare wrote, “O, how bitter a thing it is to look into happiness through another man’s eyes!” Jean knows that unpalatable envy and bitterness are impossible to escape. Ancient links have been severed. Jean is adrift. She has no hands to hold.
Monday, August 20, 2007
The Faerie Ring
Yet another badly written poem! Poetry was not taught well, if at all, when I was in grade school. My only memory of such tuition revolves around learning that I would read the "light voice" in O Captain, My Captain. In high school we were grudgingly taught to identify the basic meters and stylistic techniques. The problem was that teachers did not understand poetry. They could not infect a student with a disease they were immune to; but they might have tried.
Truly I would like to learn. My reading and comprehension is simplistic. I long to put feet, meter, style together to express my thoughts. Sometimes poetry is the only adequate way to express feelings and to experiment with words. Such lovely words the English language provides! Hence, my feeble attempts in this blog. Sometimes I get a piece right but not the whole. Much remains to learn and I am not always patient. The really great poets tell us that they spend years perfecting their work. Forebear; indulge me. Constructive criticism welcome.
The Faerie Ring
Legend laments the “little folk,”
Whom Irish call Danu.
Faeries laugh at silly names while
They hide in wait for you.
Fable warns, “Stay clear of the ring.”
For you’ll enchanted be.
Ensnared, unwary dancers whirl,
Tomorrows never see.
For the faeries spin and weave a spell,
Years as seconds perceived.
You’ll not be free again ‘til faerie tires
Entrapment last relieved.
Is not our life a faerie’s whirl?
Years melting into days.
Child, bride, woman; mother, crone;
Where did the minutes flee?
Love, marriage, devotion and death;
Call back those years to me.
Life, loss, love, longing flicker past;
Brief joys, bittersweet charm;
Ring of life spins too fast.
‘ware not to dance in faerie ring
Savor life’s transient ways.
Truly I would like to learn. My reading and comprehension is simplistic. I long to put feet, meter, style together to express my thoughts. Sometimes poetry is the only adequate way to express feelings and to experiment with words. Such lovely words the English language provides! Hence, my feeble attempts in this blog. Sometimes I get a piece right but not the whole. Much remains to learn and I am not always patient. The really great poets tell us that they spend years perfecting their work. Forebear; indulge me. Constructive criticism welcome.
The Faerie Ring
Legend laments the “little folk,”
Whom Irish call Danu.
Faeries laugh at silly names while
They hide in wait for you.
Fable warns, “Stay clear of the ring.”
For you’ll enchanted be.
Ensnared, unwary dancers whirl,
Tomorrows never see.
For the faeries spin and weave a spell,
Years as seconds perceived.
You’ll not be free again ‘til faerie tires
Entrapment last relieved.
Is not our life a faerie’s whirl?
Years melting into days.
Child, bride, woman; mother, crone;
Where did the minutes flee?
Love, marriage, devotion and death;
Call back those years to me.
Life, loss, love, longing flicker past;
Brief joys, bittersweet charm;
Ring of life spins too fast.
‘ware not to dance in faerie ring
Savor life’s transient ways.
Monday, July 30, 2007
Reading Maketh A Full Man - On The Importance of Adult Literacy
According the 16th edition of Bartlett’s Familiar Quotations, the following is attributed to Francis Bacon: Reading maketh a full man, conference a ready man, and writing an exact man. Conference and writing are predicated on Reading’s ability to fill the mind and spirit. Many in this country go to bed each night with “empty stomachs.”
One might expect that literacy in the United States should approach 100%, but this is not the case. I am not writing about an immigrant population who come from their own countries with diverse educational experience and varied desire to learn the language of their adoptive country. I mean the native born American—the men and women who somehow “slipped through educational cracks” and have spent their adult lives working low paying jobs and living unfulfilled lives. These adults cannot help their children with homework. They must rely on a handshake and the trustworthiness of others to conduct their business affairs. There are a lot of these people, a disturbing number. They are very adept at hiding their reading problems; very defensive if challenged.
For several years I was a volunteer tutor in a local adult literacy program. I learned a lot in those dozen years—about bravery, trust, humility, determination, and persistence. It takes an enormous amount of courage for a 40 year old mother to ask for basic reading and writing help so she can help her children achieve a better life than the one she’s had. It’s humbling for a 65-year old man who has successfully operated a business on trust alone to come to three classes a week to get help with heretofore undiagnosed dyslexia. Yet he comes to every class, every week. A 25-year old developmentally disabled adult can only succeed in a new group independent living situation if we can help improve specific “on the job” reading comprehension. It is very difficult for her, but she persists. A young immigrant woman comes to class after working a night cleaning job. She has to leave early to care for her young children when her husband leaves for work. This woman wants so badly to be a nurse. She’s bright and indefatigable, but ultimately must choose between family and her dreams when her spouse loses his job.
Every adult “student” has a compelling need. The four I have described only hint at the range and variety of unfulfilled needs. Each person’s situation is unique. Most of us don’t realize that so many battle illiteracy every waking hour of every day. Reading is so natural and unconscious to us that we can barely comprehend what it’s like to be illiterate.
The origin of each person’s problem is not important—and we certainly cannot judge. Often the older ones left school during the Great Depression and drifted around the country. So many come with a lifetime of derisive baggage! They have been called “dumb” or “lazy” throughout their lives because they seek to hide their inability to read. Some had to leave school to contribute to their family’s survival by bringing in a weekly paycheck. A few needed to get away from terrible living conditions so the value of an education was a low priority when physical survival was at stake. One of my students sported arms that were scarred and discolored. When I had earned enough of his trust to talk about it I was told that the burns had occurred on the job. He had been told to bring some dry ice to the loading dock. Because he couldn’t read, he didn’t realize that he should not just pick up the ice with bare hands and arms. His arms took a long time to heal; the memory never did.
Lately I have been reading in the news that medical illiteracy can kill you. A recent study, lead by Dr. David Baker of Northwestern University’s Feinberg School of Medicine, discovered that at least 25% of patients (65 and older) could not understand written health information, read prescription labels for directions and contraindications, or understand basic instructions on how to prepare for medical tests. A few years ago I was researching the reading level of medical information for a consumer health information center. I found that the Journal of the American Medical Association (JAMA) was written at a level appropriate to a junior or senior college student. The New England Journal of Medicine was aimed at graduate level. Even the Home Edition of the Merck Manual (1st edition) targeted a 9th grade reading level when I surveyed a portion of an article on breast cancer. Only a few medical websites, e.g. MedlinePlus, even have “Easy to Read” sections. Yet research indicates that about 60% of Internet users search for health information online. As a librarian I know that low literacy health books, written for adult audiences, are scarce.
Are publishers, health web providers, and medical personnel presuming a basic, adequate literacy that may not attain for all? The premise seemingly fails for most of my former students, as well as for 25% of the elderly! Are those who hide their literacy anorexia getting information to sustain life, live decent lives, obtain good jobs, and get the health information they deserve? Can we afford to turn away so many from the table of plenty? This is not saving the whales or closing the ozone hole over Antarctica. This is your patient, client, neighbor, employee, family member. It’s in your face, if you’d only look. What can YOU bring to the table?
One might expect that literacy in the United States should approach 100%, but this is not the case. I am not writing about an immigrant population who come from their own countries with diverse educational experience and varied desire to learn the language of their adoptive country. I mean the native born American—the men and women who somehow “slipped through educational cracks” and have spent their adult lives working low paying jobs and living unfulfilled lives. These adults cannot help their children with homework. They must rely on a handshake and the trustworthiness of others to conduct their business affairs. There are a lot of these people, a disturbing number. They are very adept at hiding their reading problems; very defensive if challenged.
For several years I was a volunteer tutor in a local adult literacy program. I learned a lot in those dozen years—about bravery, trust, humility, determination, and persistence. It takes an enormous amount of courage for a 40 year old mother to ask for basic reading and writing help so she can help her children achieve a better life than the one she’s had. It’s humbling for a 65-year old man who has successfully operated a business on trust alone to come to three classes a week to get help with heretofore undiagnosed dyslexia. Yet he comes to every class, every week. A 25-year old developmentally disabled adult can only succeed in a new group independent living situation if we can help improve specific “on the job” reading comprehension. It is very difficult for her, but she persists. A young immigrant woman comes to class after working a night cleaning job. She has to leave early to care for her young children when her husband leaves for work. This woman wants so badly to be a nurse. She’s bright and indefatigable, but ultimately must choose between family and her dreams when her spouse loses his job.
Every adult “student” has a compelling need. The four I have described only hint at the range and variety of unfulfilled needs. Each person’s situation is unique. Most of us don’t realize that so many battle illiteracy every waking hour of every day. Reading is so natural and unconscious to us that we can barely comprehend what it’s like to be illiterate.
The origin of each person’s problem is not important—and we certainly cannot judge. Often the older ones left school during the Great Depression and drifted around the country. So many come with a lifetime of derisive baggage! They have been called “dumb” or “lazy” throughout their lives because they seek to hide their inability to read. Some had to leave school to contribute to their family’s survival by bringing in a weekly paycheck. A few needed to get away from terrible living conditions so the value of an education was a low priority when physical survival was at stake. One of my students sported arms that were scarred and discolored. When I had earned enough of his trust to talk about it I was told that the burns had occurred on the job. He had been told to bring some dry ice to the loading dock. Because he couldn’t read, he didn’t realize that he should not just pick up the ice with bare hands and arms. His arms took a long time to heal; the memory never did.
Lately I have been reading in the news that medical illiteracy can kill you. A recent study, lead by Dr. David Baker of Northwestern University’s Feinberg School of Medicine, discovered that at least 25% of patients (65 and older) could not understand written health information, read prescription labels for directions and contraindications, or understand basic instructions on how to prepare for medical tests. A few years ago I was researching the reading level of medical information for a consumer health information center. I found that the Journal of the American Medical Association (JAMA) was written at a level appropriate to a junior or senior college student. The New England Journal of Medicine was aimed at graduate level. Even the Home Edition of the Merck Manual (1st edition) targeted a 9th grade reading level when I surveyed a portion of an article on breast cancer. Only a few medical websites, e.g. MedlinePlus, even have “Easy to Read” sections. Yet research indicates that about 60% of Internet users search for health information online. As a librarian I know that low literacy health books, written for adult audiences, are scarce.
Are publishers, health web providers, and medical personnel presuming a basic, adequate literacy that may not attain for all? The premise seemingly fails for most of my former students, as well as for 25% of the elderly! Are those who hide their literacy anorexia getting information to sustain life, live decent lives, obtain good jobs, and get the health information they deserve? Can we afford to turn away so many from the table of plenty? This is not saving the whales or closing the ozone hole over Antarctica. This is your patient, client, neighbor, employee, family member. It’s in your face, if you’d only look. What can YOU bring to the table?
Monday, July 09, 2007
Nutrition for the Mind
One of my favorite meta-blogs is the Encyclopedia Britannica Blogsite. [See: http://blogs.britannica.com/blog/main ] The main page opens to the newest posts and to a “menu” divided into a variety of appetizing subject areas. Most contributors have been invited to write and are experts in their fields. The purpose of each entry is to stimulate an online conversation based on each author’s particular expertise. Reader responses are welcome.
Recently a Web2.0 section has been added. Its purpose is to provide a venue in which the intellectual life of the Web can be examined. After all, an unexamined Internet life is not worth living either! Leading contributors include librarians and a former Britannica editor. I sometimes feel I can detect the amorphous scepter of Mortimer Adler lurking in the ethers, pontificating on the four “goods of the mind”—information, knowledge, understanding, and wisdom—somewhat like Adele Davis promoting the food groups as the basis of sound nutrition.
The Web2.0 debate decries the state of the well nourished mind. Much concern is voiced on the nature of the well-balanced intellectual meal online searchers are looking for, and on the crumbs offered. Web2.0 fears may be valid. It is possible that the bulk of readily available, free information on the Internet is, at best, snack and fast food.
It has been my experience as a librarian that many people are satisfied with crumbs. They want a quick answer to fill their hunger—any answer, nutritional values of no concern. They want to know when their favorite musical group will be performing in the area, the phone number of the nearest cleaners, and how to get airline tickets cheaply. These are perfectly legitimate uses of the Internet. They may even be the reason the web finally “caught on.” Remember those dot-coms that went under because they were pre-emptive and didn’t have business plans to match the medium? A hamburger joint will fail in a vegetarian neighborhood unless it caters to the customer. However, as everyone knows, a continuous diet of fast foods does not promote good health.
The Internet can provide ample nourishment to the seeker who wants a single, yet filling, meal of limited facts. For example, a searcher can readily locate information on a medical condition, its symptoms, treatment and prognosis that will satisfy them. It is their responsibility to determine whether they are being sold a “bill of goods” or are making healthy choices based on the nutritional needs of the mind.
If they have a truly serious condition, those healthy choices are critical. The authority of the information, its completeness, depth, and currency become as important as the information. A dietary life plan is called for. This is where expert searchers like librarians and “invisible web” resources become vital. This interaction is the meeting with a nutrition expert to plan one’s diabetic eating plan; purchasing the best nutritional values book available; beginning an exercise program; and changing one’s relationship with food and life. It becomes knowledge building with a goal of relevant understanding.
As Web2.0 contributors fear, many seekers of the “goods of the mind” are not getting a balanced diet with informational crumbs, fast and/or junk food. But are those committed to lifestyle change, longevity, and maximizing their health really going to stop when GOOGLE serves up a reasonable answer? Actualy GOOGLE Scholar provides entree into current scholarship and authors working in several research areas--if you know how to maximize that resource. Will a critically thinker be satisfied with one source? I hope not!
Web2.0 debate based on this characterization of intellectual prowess resembles is a “straw man” argument. What gourmand mind fills itself on the web? A judicious taste of Internet information networks won’t hurt once in a while. It may even introduce the gourmet to an elusive, tidbit heretofore unknown. One of the serendipitous findings of network theory, as it applies to the Internet, is the surprising occurrence of innovation and critically important information coming from peripheral and poorly connected nodes.
If the Web2.0 characterization is correct, the fault resides elsewhere. Elements of critical thinking must be taught at the dinner table of education, beginning with the high chair of elementary school and leading on from the formal banquet of post-graduate work. Standards must be set and met. Knowledge is not miraculously conferred in one sitting. Understanding integrates traditional food-of-thought sources like treatises, current documentation of nutritional elements similar to those found in peer reviewed journals, creative combinations of novel and flavorful concepts, and caloric limitations set by established theory and empirical demonstration—all contribute to the totality of the mind’s nourishment.
The Internet is not the bête noire of the mind. The responsibility of fitness rests with the individual. Flab or fit? The assessment depends on motivation, purpose, and conditioning. Those who revere Mortimer Adler, as I do, should not fear the decline and fall of the intellectual banquet of the mind because an Internet hot dog stand takes over our favorite corner. There is room for both. Those who really care, go elsewhere for sustenance.
Recently a Web2.0 section has been added. Its purpose is to provide a venue in which the intellectual life of the Web can be examined. After all, an unexamined Internet life is not worth living either! Leading contributors include librarians and a former Britannica editor. I sometimes feel I can detect the amorphous scepter of Mortimer Adler lurking in the ethers, pontificating on the four “goods of the mind”—information, knowledge, understanding, and wisdom—somewhat like Adele Davis promoting the food groups as the basis of sound nutrition.
The Web2.0 debate decries the state of the well nourished mind. Much concern is voiced on the nature of the well-balanced intellectual meal online searchers are looking for, and on the crumbs offered. Web2.0 fears may be valid. It is possible that the bulk of readily available, free information on the Internet is, at best, snack and fast food.
It has been my experience as a librarian that many people are satisfied with crumbs. They want a quick answer to fill their hunger—any answer, nutritional values of no concern. They want to know when their favorite musical group will be performing in the area, the phone number of the nearest cleaners, and how to get airline tickets cheaply. These are perfectly legitimate uses of the Internet. They may even be the reason the web finally “caught on.” Remember those dot-coms that went under because they were pre-emptive and didn’t have business plans to match the medium? A hamburger joint will fail in a vegetarian neighborhood unless it caters to the customer. However, as everyone knows, a continuous diet of fast foods does not promote good health.
The Internet can provide ample nourishment to the seeker who wants a single, yet filling, meal of limited facts. For example, a searcher can readily locate information on a medical condition, its symptoms, treatment and prognosis that will satisfy them. It is their responsibility to determine whether they are being sold a “bill of goods” or are making healthy choices based on the nutritional needs of the mind.
If they have a truly serious condition, those healthy choices are critical. The authority of the information, its completeness, depth, and currency become as important as the information. A dietary life plan is called for. This is where expert searchers like librarians and “invisible web” resources become vital. This interaction is the meeting with a nutrition expert to plan one’s diabetic eating plan; purchasing the best nutritional values book available; beginning an exercise program; and changing one’s relationship with food and life. It becomes knowledge building with a goal of relevant understanding.
As Web2.0 contributors fear, many seekers of the “goods of the mind” are not getting a balanced diet with informational crumbs, fast and/or junk food. But are those committed to lifestyle change, longevity, and maximizing their health really going to stop when GOOGLE serves up a reasonable answer? Actualy GOOGLE Scholar provides entree into current scholarship and authors working in several research areas--if you know how to maximize that resource. Will a critically thinker be satisfied with one source? I hope not!
Web2.0 debate based on this characterization of intellectual prowess resembles is a “straw man” argument. What gourmand mind fills itself on the web? A judicious taste of Internet information networks won’t hurt once in a while. It may even introduce the gourmet to an elusive, tidbit heretofore unknown. One of the serendipitous findings of network theory, as it applies to the Internet, is the surprising occurrence of innovation and critically important information coming from peripheral and poorly connected nodes.
If the Web2.0 characterization is correct, the fault resides elsewhere. Elements of critical thinking must be taught at the dinner table of education, beginning with the high chair of elementary school and leading on from the formal banquet of post-graduate work. Standards must be set and met. Knowledge is not miraculously conferred in one sitting. Understanding integrates traditional food-of-thought sources like treatises, current documentation of nutritional elements similar to those found in peer reviewed journals, creative combinations of novel and flavorful concepts, and caloric limitations set by established theory and empirical demonstration—all contribute to the totality of the mind’s nourishment.
The Internet is not the bête noire of the mind. The responsibility of fitness rests with the individual. Flab or fit? The assessment depends on motivation, purpose, and conditioning. Those who revere Mortimer Adler, as I do, should not fear the decline and fall of the intellectual banquet of the mind because an Internet hot dog stand takes over our favorite corner. There is room for both. Those who really care, go elsewhere for sustenance.
Monday, June 11, 2007
The Sonata of Gentle Spring Rains
Pianissimo rains evoke
A calming, repetitive refrain
Adagio con dolore
Far off thunder interjects
Percussive interest—sforzando
Mem’ry of dreams diminuendo
Texture bred by blust’ry wind
New born leaves sing contrapuntal theme
Tremolo melancholic
Scent of newly wakened earth
From death life’s motif is born
Harmonious accelerando
Muted rains soothing my troubled soul
Sound, scent, soft water renew
Consonance sostenuto.
copyright smb aka ettsme
Tuesday, May 22, 2007
Book Review: Taylor Street Chicago's Little Italy
Although I do not usually review books, I wanted to share this one. Too often, Italians and Italian-Americans are seen in a negative light. In truth, they have contributed the best of their intellect, talent, faith, sweat, tears, and blood to this country. While the book I review is not an in-depth scholarly investigation of the Italian-American experience, it is a glimpse into the quotidian life experiences so many have shared. Taylor Street is a thank you to forebearers and a gift to descendants of the Italian immigrants who embarked on the American Adventure a century ago. It is the story of family--my grandparents, aunts and uncles. As Nancy Stone writes in Black Sheep and Kissing Cousins, it is the family story that shapes our lives, often unconsciously but always deeply.
Arcadia Publishing’s newest “Images of America” title, Taylor Street: Chicago’s Little Italy by Kathy Catrambone and Ellen Shubart, has added dignity and insight to the Italian immigrant story. The authors carefully demonstrate the strengths and values that Italian immigrants possessed and imbued in their American descendents. These particular characteristics have contributed greatly to American life—hard work, pursuit of educational excellence, religious faith, and devotion to family and country. Each trait is lovingly demonstrated in this book using photographs that record the Italian-American story in the Tri-Taylor Street section of Chicago. A strong sense of place, coupled with the Italian strength of character, form the basis from which many draw their heritage. Taylor Street lovingly manifests one reason why.
Arcadia Publishing’s newest “Images of America” title, Taylor Street: Chicago’s Little Italy by Kathy Catrambone and Ellen Shubart, has added dignity and insight to the Italian immigrant story. The authors carefully demonstrate the strengths and values that Italian immigrants possessed and imbued in their American descendents. These particular characteristics have contributed greatly to American life—hard work, pursuit of educational excellence, religious faith, and devotion to family and country. Each trait is lovingly demonstrated in this book using photographs that record the Italian-American story in the Tri-Taylor Street section of Chicago. A strong sense of place, coupled with the Italian strength of character, form the basis from which many draw their heritage. Taylor Street lovingly manifests one reason why.
Sunday, May 20, 2007
Volunteerism
Early one Saturday morning I arrived at work to find the parking lot full and a long line of people circling the building. Before I saw the line, my thoughts were “They can’t park there!” As I walked into the building I asked what was happening. Everyone in line—many were there since 6 am—were waiting to apply as a volunteer for the library’s summer reading program. Wow! That made my day before I even got into the building.
Alexis de Tocqueville described America as a country of “joiners.” He remarked on the civic activities of local clubs and organizations. He was impressed by Americans who valued grass roots involvement with their fellow citizens. The strength of the young country was forged and tempered by its organizational participation. That strength persists, in part, because of America’s dedicated volunteer populace. Americans are frequently characterized as self-absorbed and pampered. This is inaccurate and misleading. Whether they are Senior RSVP participants, church members, interested adults, teens or enthusiastic children, legions of volunteers make this country a good place to live. They give of themselves. And they do it because they value America, its institutions, and its people.
Many organizations and programs could not exist without its volunteers. I marvel at how many “maroon shirts” greet me when I visit the local hospital and adjacent medical office buildings. The number of persons who shop, pack, and distribute food packages to families and individuals in need is humbling. I count among my special friends those who have tutored with me in adult literacy programs. Years spent helping out at my children’s schools were years well spent. Blood banks are able to respond to disasters because of citizens who quite literally “roll up their sleeves.” Towns, park districts, libraries—most are governed by volunteer citizens. New immigrants find America an “isle of hope” because generous people welcome them. And the botanical gardens and arboretums bloom.
The thesaurus offers three terms as synonyms for volunteer: unpaid worker, amateur, nonprofessional. Certainly they are unpaid. Could the local hospital afford to pay them? Only a few are “amateurs.” These learn quickly. Some young people have found their life’s direction because of a volunteer experience. I volunteered in the high school library and look where it’s landed me! Many of my tutor friends were retired teachers. They tutor because they love teaching and working with people. They are neither amateur nor nonprofessional. What synonyms would you apply?
Unfortunately not all “volunteers” are as selfless as one could hope. Some are looking for something to “put on their college applications or resumes.” If that is their only motivation after months of involvement with others I feel sorry for them. Some are lonely or bored. Hopefully their volunteer experiences will ease these feelings, enabling the lonely or bored to focus on what they can give, not get. The most serious threat to volunteerism is “Community Service” court sentencing. Community Service is a punishment. Is it intended to rehabilitate or to duck the consequences of bad decisions? Isn't it a “get out of jail” [nearly] free card that primarily benefits the offender while alleviating criminal justice pressures? Maybe Community Services re-educates the offender and prevents more serious recidivism. Maybe the offender just has a good lawyer. Whichever, Community Service demeans the important contributions volunteers make because it is neither voluntary nor other orientated. While it appears that the offender is being a good citizen, the reality is that, at best, Community Service is a quid pro quo. Volunteers, real volunteers, just give. In return, volunteers often receive Community Service Awards. How ironic.
Alexis de Tocqueville described America as a country of “joiners.” He remarked on the civic activities of local clubs and organizations. He was impressed by Americans who valued grass roots involvement with their fellow citizens. The strength of the young country was forged and tempered by its organizational participation. That strength persists, in part, because of America’s dedicated volunteer populace. Americans are frequently characterized as self-absorbed and pampered. This is inaccurate and misleading. Whether they are Senior RSVP participants, church members, interested adults, teens or enthusiastic children, legions of volunteers make this country a good place to live. They give of themselves. And they do it because they value America, its institutions, and its people.
Many organizations and programs could not exist without its volunteers. I marvel at how many “maroon shirts” greet me when I visit the local hospital and adjacent medical office buildings. The number of persons who shop, pack, and distribute food packages to families and individuals in need is humbling. I count among my special friends those who have tutored with me in adult literacy programs. Years spent helping out at my children’s schools were years well spent. Blood banks are able to respond to disasters because of citizens who quite literally “roll up their sleeves.” Towns, park districts, libraries—most are governed by volunteer citizens. New immigrants find America an “isle of hope” because generous people welcome them. And the botanical gardens and arboretums bloom.
The thesaurus offers three terms as synonyms for volunteer: unpaid worker, amateur, nonprofessional. Certainly they are unpaid. Could the local hospital afford to pay them? Only a few are “amateurs.” These learn quickly. Some young people have found their life’s direction because of a volunteer experience. I volunteered in the high school library and look where it’s landed me! Many of my tutor friends were retired teachers. They tutor because they love teaching and working with people. They are neither amateur nor nonprofessional. What synonyms would you apply?
Unfortunately not all “volunteers” are as selfless as one could hope. Some are looking for something to “put on their college applications or resumes.” If that is their only motivation after months of involvement with others I feel sorry for them. Some are lonely or bored. Hopefully their volunteer experiences will ease these feelings, enabling the lonely or bored to focus on what they can give, not get. The most serious threat to volunteerism is “Community Service” court sentencing. Community Service is a punishment. Is it intended to rehabilitate or to duck the consequences of bad decisions? Isn't it a “get out of jail” [nearly] free card that primarily benefits the offender while alleviating criminal justice pressures? Maybe Community Services re-educates the offender and prevents more serious recidivism. Maybe the offender just has a good lawyer. Whichever, Community Service demeans the important contributions volunteers make because it is neither voluntary nor other orientated. While it appears that the offender is being a good citizen, the reality is that, at best, Community Service is a quid pro quo. Volunteers, real volunteers, just give. In return, volunteers often receive Community Service Awards. How ironic.
Tuesday, April 10, 2007
Gaudeamus 2
Let us give praise indeed to ideas, well expressed. For years I have collected the quotations and insightful thoughts of writers important to me. Each is a fractal observation that compresses understanding. To expand a seemingly simple flowering fractal enables one to consider complexities beyond the original perception. Each petal of perception induces application across varied experience.
While I seldom agree with most “political” pronouncements from the American Library Association, I am proud to subscribe to the “Freedom to Read” statement of the Association in which it is iterated:
"…We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours."
“…IDEAS CAN BE DANGEROUS; BUT…THE SUPPRESSION OF IDEAS IS FATAL...” This I firmly believe. Do not confuse thought with action however. Nor are all ideas created equal, only their potential claims parity.
How should one approach these dangerous notions? In Skepticism and Animal Faith, George Santayana states that “Skepticism is the chastity of the intellect and it is shameful to surrender it too soon or to the first comer.” One might also include the admonition that the more beautifully expressed the concept, the more reason to approach it with caution. View an attractive idea from all sides—there may be hidden facets; consider its potential ramifications; test its truth—both prescriptive and descriptive. But when you do find a true, beautiful, and powerful idea surrender. Shape it to give meaning to your life. Learn from it. Derive fruitful questions from its unintended consequences. [Good questions are far more important than “correct” answers.] Give the potent concept new and novel direction. Its truth can set you free, “dangerous way of life” that freedom can be.
I would like to share a few dangerous ideas with you, ones to which I have surrendered my chastity. Can they have meaning for you too?
In Care of the Soul Thomas Moore wrote, “For most people their cardinal virtue is also their pivotal fault.” This is a tough one because it requires a level of honesty and objectivity each of us finds difficult. I may still be trying to avoid Moore’s observation.
Leonardo DaVinci wrote to himself, “Leonardo, perchè tanto pené?” The question is “why do you take such trouble with your work?” He also wrote. “I have offended God and mankind because my work did not reach the quality it should have.” How humbling!
Richard Feynman, who espoused the primacy of doubt, is quoted in the book Mr. Wilson’s Cabinet of Wonders. Feynman is credited with saying, “teach how doubt is not to be feared but welcomed.” Doubt is an opportunity, not a shortcoming. How do doubt and skepticism differ?
Finally, James D. Doss states in his mystery The Shaman Sings, “Coincidences are nature’s way of saying ‘Pay Attention’.” Virtue: Fault: Craft: Humility: Doubt: Skepticism: Happenstance. Pay attention! The ingredients of a flowering fractal if I ever met one!
Friday, March 23, 2007
Growlerie 2
Now that winter is over it's time to reflect and move into the Growlerie for a few pet peeves.
Spring arrived this week, but Winter in the Great Lakes Region was nasty. It began late, but came on with a fury. Where is that global warming when you need it? The groundhog did not see his shadow, so we were expecting an early Spring. Does anyone have a recipe for Groundhog Pot Pie?
Do some designers ever think of functionality? A few instances of "what were they thinking" might illustrate what I mean. New company facility, new kitchen for employees, but no drawers in the cabinets which are too shallow to accomodate plates. Lovely looking computer kiosks with no room for the mouse. Wonderful, highly rated, washing machine with a top that has four different levels thereby making it awkward to balance a laundry basket and impossible to balance a detergent bottle or box. It was a women, who after hours of ironing her husband's shirts, designed the tapered point for the iron! It seems obvious that the designers seldom used their products. Look is not enough; it has to "work."
Finally, I repeat my futile lament over elections. It is a colossial waste of money--not to mention a sure way to turn voters off--to start the campaign process two years in advance of the election. When will our political leaders learn that limiting the time candidates have to convince the public of their suitablity for office will tighten the message, show "grace under pressure," and save tons of money. It's no wonder voter turnout is low. It is not survival of the fittest candidates, it survival of the richest. Where does the money come from? What favors are owed? Give us a break. Six months is more than enough time to present your qualifications. Start representing the people and govern.
Spring arrived this week, but Winter in the Great Lakes Region was nasty. It began late, but came on with a fury. Where is that global warming when you need it? The groundhog did not see his shadow, so we were expecting an early Spring. Does anyone have a recipe for Groundhog Pot Pie?
Do some designers ever think of functionality? A few instances of "what were they thinking" might illustrate what I mean. New company facility, new kitchen for employees, but no drawers in the cabinets which are too shallow to accomodate plates. Lovely looking computer kiosks with no room for the mouse. Wonderful, highly rated, washing machine with a top that has four different levels thereby making it awkward to balance a laundry basket and impossible to balance a detergent bottle or box. It was a women, who after hours of ironing her husband's shirts, designed the tapered point for the iron! It seems obvious that the designers seldom used their products. Look is not enough; it has to "work."
Finally, I repeat my futile lament over elections. It is a colossial waste of money--not to mention a sure way to turn voters off--to start the campaign process two years in advance of the election. When will our political leaders learn that limiting the time candidates have to convince the public of their suitablity for office will tighten the message, show "grace under pressure," and save tons of money. It's no wonder voter turnout is low. It is not survival of the fittest candidates, it survival of the richest. Where does the money come from? What favors are owed? Give us a break. Six months is more than enough time to present your qualifications. Start representing the people and govern.
Tuesday, March 13, 2007
God's Justice
Let me begin by paraphrasing a story I read more than a dozen years ago in Parabola Magazine. The original tale was an “Epicycle” in this excellent magazine, but I regret to admit that I no longer have the particular issue, nor can I recall the author. Whatever its provenance, it is a story that has deeply influenced my life.
Once, very long ago, in a remote and isolated part of the world seven
children were playing in the woods. At the exact same instant the seven
saw a sack hanging from the low branch of a tree. Each reached the tree
at the same time. When they looked into the sack they discovered twenty
gold coins. This was more money than their entire village would have
ever seen in its history!
The children were puzzled. How could they divide the treasure so that each
received a “fair share”? Seven did not go evenly into twenty. After several
minutes of argument the children decided to take their problem to the village
wise man. As they approached his home, they debated possible solutions, each
child loudly and assuredly proclaiming their solution to be the best. When
the noisy group reached his home, the wise man greeted them with admonition.
“Why do you disturb an old man having his afternoon rest?” he demanded.
The children related the story of their discovery. They said they had come
for his help. He was asked if he would determine a just distribution
inasmuch as each had an equal claim on the treasure. The wise man agreed.
He asked that they sit quietly while he thought of a solution. After several
minutes he stood before the waiting children.
“I will make my determination, but first I must know if you want Man’s
Justice or God’s Justice.” The children were unanimous in proclaiming their
desire for God’s Justice. “Very well,” said the wise man. “Sit quietly and
you will receive what you have asked of me.”
He picked up the sack of gold coins and approached the children seated in a
row before him. To the first child he gave 2 gold coins. To the second,
3 gold coins. And to the fifth child he gave all the rest.
Not long after reading this tale, I encountered Barry Unsworth’s novel, Morality Play. Unsworth’s book was short listed for a Booker Award, but overlooked by many American readers. The story is set in the Middle Age during the later years of the plague outbreak. A young religious, Nicholas Barber, has run off from his Bishop to “follow the wisdom of (his) heart.” He takes up with a troop of traveling players being sent by their patron as a Christmas gift to another noble. Along the way the actors encounter Death and Murder.
The Medieval Morality Play was designed to teach the faithful a lesson about the eternal struggle between Good and Evil to gain control over the soul of man. Everyman is probably the best known play of this type. The characters of a Morality Play represent qualities like Virtue, Ignorance, Vice, Poverty, and Justice. In Unsworth’s book “Justice” has a threefold representation. It is a thematic motif, a character that represents the King, and a role in the play.
As the story unfolds the troop’s leader has decided to break from the traditional Miracle, Mystery and Morality Play formats and present something heretofore unknown, a secular play based on the local “Murder of Thomas Wells”. Thomas was a child, heinously attacked. A deaf mute young woman is accused; the law demands her execution. The players seek the truth by interviewing witnesses. The facts they uncover inform the script of their “new kind of play.” The facts of the murder point to the noble household of Richard de Guise. Disclosure of the true facts places the acting troop in great danger.
This players’ revelation inadvertently provides the visiting King’s Justice with leverage in the resolution of an ongoing power struggle between the King and Lord Richard. Lord Richard’s son William, the “flower of knighthood,” is the guilty party, aided and abetted by the de Guise Confessor. Political expedience frees the accused young deaf mute. The confessor, a pandering monk named Simon Damian, must face his Maker, appropriately at the hands of the townspeople. But does Sir William, the true murderer, escape unscathed? Certainly he will never be charged in the King’s court. That bargaining chip is too good to use on trifles.
Our protagonist, Nicholas Barber, is dismayed when he states that this outcome “is an example of the King’s justice.” He wonders, “What of God’s?” The Justice tells Nicholas that God’s Justice “is more difficult to understand,” However, God’s Justice will not to be denied. The murdered boy, Thomas Wells, had contracted plague before his abduction and passed it on to his killer. Sir William will not live through the night.
How do these two stories elucidate this discussion of justice? Classical philosophers have debated the nature of justice, considered by the Greeks to be one of the four key virtues. In The Republic – Book I, Socrates and Thrasymachus debate the concept. Thrasymachus declares that “Justice is the interest of the stronger, whereas injustice is a man’s own profit and interest.” This would seem to be the case when the King’s Justice uses the truth of the murder to coerce Sir Richard’s compliance. Socrates disagrees with Thrasymachus’s definition, believing that justice is the burden of the strong. Socrates explains that injustice creates division, hatred and strife, while justice promotes harmony and friendship. He states that the just soul and the just man will live well because their excellence is not frustrated. Their discussion of the nature of justice recapitulates the confrontation of right versus might. Is justice expedience, Unsworth’s book suggests, or is it a measure of men and states not characterized by what is pragmatic, as the naïve Nicholas Barber believes?
Are the origins of justice to be found in political, social, or egalitarian ideals, or in some inalienable natural right? In the Nicomachean Ethics, Book V, Aristotle stated that “the just is the lawful and the fair.” He taught that justice promotes personal harmony and social comity. He distinguishes among particular forms of justice. These include “one kind that is manifest in distribution of honor or money,” i.e. that which can be divided. He goes on to state that “the just is—proportional.” Aristotle hedges his bets. “Distribution must be according to merit in some sense.” In this sense justice becomes a “species of the proportionate” or an “equality of ratios.” One fails to understand how the wise man’s distribution according to “God’s Justice” is proportional. Surely each of the children had an equivalence of claim.
In the Ethics Aristotle distinguishes another particular justice as “one that plays a rectifying part in transactions between man and man” whether voluntary or not. In the Unsworth book, the hanging of the Monk reprises the primitive maxim of justice, “an eye for an eye.” In general however, this type of justice is not relevant to our discussion.
Aristotle devotes a great deal of time discussing political justice, which he describes as part natural and part legislated. It is natural inasmuch as it “everywhere has the same force and does not exist by people’s thinking this or that.” It is also constructed, in part legal, “that which is originally indifferent, but when it has been laid down is not indifferent.” In this latter instance, legal justice varies and is not everywhere the same but “political justice exists only insofar as it is governed by law.” He continues, “Law being the rational principle because man must act in his own interest.”
The self interest of a King is more complex than that of a man. In Unworth’s book Nicholas Barber imagines another setting where Kings are subject to more complex and ambiguous standards of political justice. If political justice is to prevail the King’s Justice must act in the self interest of the State, which is preservation of that State. His actions require strength which supersedes Nicholas’s idea of fairness. In Pensées, Pascal states, “Justice without strength is helpless, strength without justice is tyrannical…Unable to make what is just strong, we have made what is strong just.” Failure of the Justice to reveal and punish the true murder of Thomas Wells is an injustice to the victim, but it is not an unjust act by the King’s representative.
And God’s Justice? The King’s Justice explained, “It is not King who visits us with pestilence.” Sir William contracted lethal plague as a direct result of his injustice to Thomas Wells. The pestilence seems appropriate, not tyrannical. Sir William’s condition has a satisfying element of the ironic. Perhaps this irony reflects the knowing smile of God.
On the other hand, God’s Justice to the children does seem tyrannical. One expects that in the wise man’s distribution of the gold coins division, hatred, and strife will surely ensue. Harmony and balance within the village will be destroyed. What jolts us in this story is that our expectation of fairness is frustrated. We are expecting constructed justice. Even an admixture of two and three coins given to every child would satisfy some sense of proportion. What we get is discomforting.
In Prejudices, 3rd Series, H. L. Menken may have best hit the mark on God’s Justice when he wrote, “Injustice is relatively easy to bear; what stings is justice.”
Once, very long ago, in a remote and isolated part of the world seven
children were playing in the woods. At the exact same instant the seven
saw a sack hanging from the low branch of a tree. Each reached the tree
at the same time. When they looked into the sack they discovered twenty
gold coins. This was more money than their entire village would have
ever seen in its history!
The children were puzzled. How could they divide the treasure so that each
received a “fair share”? Seven did not go evenly into twenty. After several
minutes of argument the children decided to take their problem to the village
wise man. As they approached his home, they debated possible solutions, each
child loudly and assuredly proclaiming their solution to be the best. When
the noisy group reached his home, the wise man greeted them with admonition.
“Why do you disturb an old man having his afternoon rest?” he demanded.
The children related the story of their discovery. They said they had come
for his help. He was asked if he would determine a just distribution
inasmuch as each had an equal claim on the treasure. The wise man agreed.
He asked that they sit quietly while he thought of a solution. After several
minutes he stood before the waiting children.
“I will make my determination, but first I must know if you want Man’s
Justice or God’s Justice.” The children were unanimous in proclaiming their
desire for God’s Justice. “Very well,” said the wise man. “Sit quietly and
you will receive what you have asked of me.”
He picked up the sack of gold coins and approached the children seated in a
row before him. To the first child he gave 2 gold coins. To the second,
3 gold coins. And to the fifth child he gave all the rest.
Not long after reading this tale, I encountered Barry Unsworth’s novel, Morality Play. Unsworth’s book was short listed for a Booker Award, but overlooked by many American readers. The story is set in the Middle Age during the later years of the plague outbreak. A young religious, Nicholas Barber, has run off from his Bishop to “follow the wisdom of (his) heart.” He takes up with a troop of traveling players being sent by their patron as a Christmas gift to another noble. Along the way the actors encounter Death and Murder.
The Medieval Morality Play was designed to teach the faithful a lesson about the eternal struggle between Good and Evil to gain control over the soul of man. Everyman is probably the best known play of this type. The characters of a Morality Play represent qualities like Virtue, Ignorance, Vice, Poverty, and Justice. In Unsworth’s book “Justice” has a threefold representation. It is a thematic motif, a character that represents the King, and a role in the play.
As the story unfolds the troop’s leader has decided to break from the traditional Miracle, Mystery and Morality Play formats and present something heretofore unknown, a secular play based on the local “Murder of Thomas Wells”. Thomas was a child, heinously attacked. A deaf mute young woman is accused; the law demands her execution. The players seek the truth by interviewing witnesses. The facts they uncover inform the script of their “new kind of play.” The facts of the murder point to the noble household of Richard de Guise. Disclosure of the true facts places the acting troop in great danger.
This players’ revelation inadvertently provides the visiting King’s Justice with leverage in the resolution of an ongoing power struggle between the King and Lord Richard. Lord Richard’s son William, the “flower of knighthood,” is the guilty party, aided and abetted by the de Guise Confessor. Political expedience frees the accused young deaf mute. The confessor, a pandering monk named Simon Damian, must face his Maker, appropriately at the hands of the townspeople. But does Sir William, the true murderer, escape unscathed? Certainly he will never be charged in the King’s court. That bargaining chip is too good to use on trifles.
Our protagonist, Nicholas Barber, is dismayed when he states that this outcome “is an example of the King’s justice.” He wonders, “What of God’s?” The Justice tells Nicholas that God’s Justice “is more difficult to understand,” However, God’s Justice will not to be denied. The murdered boy, Thomas Wells, had contracted plague before his abduction and passed it on to his killer. Sir William will not live through the night.
How do these two stories elucidate this discussion of justice? Classical philosophers have debated the nature of justice, considered by the Greeks to be one of the four key virtues. In The Republic – Book I, Socrates and Thrasymachus debate the concept. Thrasymachus declares that “Justice is the interest of the stronger, whereas injustice is a man’s own profit and interest.” This would seem to be the case when the King’s Justice uses the truth of the murder to coerce Sir Richard’s compliance. Socrates disagrees with Thrasymachus’s definition, believing that justice is the burden of the strong. Socrates explains that injustice creates division, hatred and strife, while justice promotes harmony and friendship. He states that the just soul and the just man will live well because their excellence is not frustrated. Their discussion of the nature of justice recapitulates the confrontation of right versus might. Is justice expedience, Unsworth’s book suggests, or is it a measure of men and states not characterized by what is pragmatic, as the naïve Nicholas Barber believes?
Are the origins of justice to be found in political, social, or egalitarian ideals, or in some inalienable natural right? In the Nicomachean Ethics, Book V, Aristotle stated that “the just is the lawful and the fair.” He taught that justice promotes personal harmony and social comity. He distinguishes among particular forms of justice. These include “one kind that is manifest in distribution of honor or money,” i.e. that which can be divided. He goes on to state that “the just is—proportional.” Aristotle hedges his bets. “Distribution must be according to merit in some sense.” In this sense justice becomes a “species of the proportionate” or an “equality of ratios.” One fails to understand how the wise man’s distribution according to “God’s Justice” is proportional. Surely each of the children had an equivalence of claim.
In the Ethics Aristotle distinguishes another particular justice as “one that plays a rectifying part in transactions between man and man” whether voluntary or not. In the Unsworth book, the hanging of the Monk reprises the primitive maxim of justice, “an eye for an eye.” In general however, this type of justice is not relevant to our discussion.
Aristotle devotes a great deal of time discussing political justice, which he describes as part natural and part legislated. It is natural inasmuch as it “everywhere has the same force and does not exist by people’s thinking this or that.” It is also constructed, in part legal, “that which is originally indifferent, but when it has been laid down is not indifferent.” In this latter instance, legal justice varies and is not everywhere the same but “political justice exists only insofar as it is governed by law.” He continues, “Law being the rational principle because man must act in his own interest.”
The self interest of a King is more complex than that of a man. In Unworth’s book Nicholas Barber imagines another setting where Kings are subject to more complex and ambiguous standards of political justice. If political justice is to prevail the King’s Justice must act in the self interest of the State, which is preservation of that State. His actions require strength which supersedes Nicholas’s idea of fairness. In Pensées, Pascal states, “Justice without strength is helpless, strength without justice is tyrannical…Unable to make what is just strong, we have made what is strong just.” Failure of the Justice to reveal and punish the true murder of Thomas Wells is an injustice to the victim, but it is not an unjust act by the King’s representative.
And God’s Justice? The King’s Justice explained, “It is not King who visits us with pestilence.” Sir William contracted lethal plague as a direct result of his injustice to Thomas Wells. The pestilence seems appropriate, not tyrannical. Sir William’s condition has a satisfying element of the ironic. Perhaps this irony reflects the knowing smile of God.
On the other hand, God’s Justice to the children does seem tyrannical. One expects that in the wise man’s distribution of the gold coins division, hatred, and strife will surely ensue. Harmony and balance within the village will be destroyed. What jolts us in this story is that our expectation of fairness is frustrated. We are expecting constructed justice. Even an admixture of two and three coins given to every child would satisfy some sense of proportion. What we get is discomforting.
In Prejudices, 3rd Series, H. L. Menken may have best hit the mark on God’s Justice when he wrote, “Injustice is relatively easy to bear; what stings is justice.”
Sunday, March 11, 2007
How to Evaluate Health Websites
10 Things To Know About Evaluating Medical Resources on the Web - Adapted from CAMBasics Document*
Introduction: The number of Web sites offering health-related resources grows every day. Many sites provide valuable information, while others may have information that is unreliable or misleading. This short guide contains important questions you should consider as you look for health information online. Answering these questions when you visit a new site will help you evaluate the information you find.
1. Who runs this site?
Any good health-related Web site should make it easy for you to learn who is responsible for the site and its information. …for example, the National Center for Complementary and Alternative Medicine (NCCAM) is clearly marked on every major page of its site... [Responsibility may rest with an organization, institution, company, or individual. In the case of personal authorships credentials and affiliations should be clearly represented. ]
2. Who pays for the site?
It costs money to run a Web site. The source of a Web site's funding should be clearly stated or readily apparent. For example, Web addresses ending in [".gov" denote a government-sponsored site; “.org” denotes an organization or association; “.com” a commercial site.] You should know how the site pays for its existence. Does it sell advertising? Is it sponsored by a drug company? [Does it rely on donations?] The source of funding can affect what content is presented, how the content is presented, and what the site owners want to accomplish on the site.
3. What is the purpose of the site?
This question is related to who runs and pays for the site. An "About This Site" link appears on many sites; if it's there, use it. The purpose of the site should be clearly stated and should help you evaluate the trustworthiness of the information. [Sites that market services and/or products will usually have motivations that differ from those that primarily provide content only. ]
4. Where does the information come from?
Many health/medical sites post information collected from other Web sites or sources. If the person or organization in charge of the site did not create the information, the original source should be clearly labeled. [Is the information provided within the parameters of normally accepted medical information? Is it unbiased? ]
5. What is the basis of the information?
In addition to identifying who wrote the material you are reading, the site should describe the evidence that the material is based on. Medical facts and figures should have references ... opinions or advice should be clearly set apart from information that is [factual, i.e.] based on reproducible research results.
6. How is the information selected?
Is there an editorial board? Do people with excellent professional and scientific qualifications review the material before it is posted? [Is the quality of the website accredited by a reputable organization like HON? ]
7. How current is the information?
Web sites should be reviewed and updated on a regular basis. It is particularly important that medical information be current. The most recent update or review date should be clearly posted. Even if the information has not changed, you want to know whether the site owners have reviewed it recently to ensure that it is still valid.
8. How does the site choose links to other sites?
Web sites usually have a policy about how they establish links to other sites. Some medical sites take a conservative approach and don't link to any other sites. Some link to any site that asks, or pays, for a link. Others only link to sites that have met certain criteria. [Are the links maintained and checked regularly? Is there an alert when the link takes you outside the referring website? Carefully evaluate the new website according to the principles of evaluation listed in this document. ]
9. What information about you does the site collect, and why?
Web sites routinely track the paths visitors take through their sites to determine what pages are being used. Some health Web sites ask you to "subscribe" or "become a member." … this may be so that they can collect a user fee or select information for you that is relevant to your concerns. In all cases, this will give the site personal information about you. [Check the “Policy” and “Privacy” statements on each website to determine the what, why, and how. ]
Any credible health site asking for this kind of information should tell you exactly what they will and will not do with it. Many commercial sites sell "aggregate" (collected) data about their users to other companies—for example what percentage of their users are women with breast cancer. Some…may collect and reuse information that is "personally identifiable," such as your ZIP code, gender, and birth date. Be certain that you read and understand any privacy policy or similar language on the site, and don't sign up for anything that you are not sure you fully understand. [Be especially circumspect when using support and chat websites. You may want to establish an anonymous email.]
10. How does the site manage interactions with visitors?
[Is there an internal search engine or a site index? Is the interface easy to use?] There should always be a way for you to contact the site owner if you run across problems, have questions, or need feedback. If the site hosts chat rooms or other online discussion areas, it should tell visitors what the terms of using this service are. Is it moderated? If so, by whom, and why? [It is always a good idea to spend time monitoring the discussion before joining in, so that you feel comfortable with the environment before becoming a participant. ]
Note: The original NCCAM publication is adapted from a fact sheet produced by the National Cancer Institute. It is not copyrighted and it is in the public domain.
[ASK YOURSELF: Is the website information provided in ACCORD with the good practices listed above? Accurate, Credible, Current, Organized, Relevant and fully Disclosed ]
*Additions in [ ]; Ellipsis (…) indicates omission from original document.
National Center for Complementary & Alternative Medicine (NCCAM)
Publication. No. D337 Updated December 2006
http://nccam.nih.gov/health/webresources Accessed August 23, 2007. Revised January 2007; March 2007
Introduction: The number of Web sites offering health-related resources grows every day. Many sites provide valuable information, while others may have information that is unreliable or misleading. This short guide contains important questions you should consider as you look for health information online. Answering these questions when you visit a new site will help you evaluate the information you find.
1. Who runs this site?
Any good health-related Web site should make it easy for you to learn who is responsible for the site and its information. …for example, the National Center for Complementary and Alternative Medicine (NCCAM) is clearly marked on every major page of its site... [Responsibility may rest with an organization, institution, company, or individual. In the case of personal authorships credentials and affiliations should be clearly represented. ]
2. Who pays for the site?
It costs money to run a Web site. The source of a Web site's funding should be clearly stated or readily apparent. For example, Web addresses ending in [".gov" denote a government-sponsored site; “.org” denotes an organization or association; “.com” a commercial site.] You should know how the site pays for its existence. Does it sell advertising? Is it sponsored by a drug company? [Does it rely on donations?] The source of funding can affect what content is presented, how the content is presented, and what the site owners want to accomplish on the site.
3. What is the purpose of the site?
This question is related to who runs and pays for the site. An "About This Site" link appears on many sites; if it's there, use it. The purpose of the site should be clearly stated and should help you evaluate the trustworthiness of the information. [Sites that market services and/or products will usually have motivations that differ from those that primarily provide content only. ]
4. Where does the information come from?
Many health/medical sites post information collected from other Web sites or sources. If the person or organization in charge of the site did not create the information, the original source should be clearly labeled. [Is the information provided within the parameters of normally accepted medical information? Is it unbiased? ]
5. What is the basis of the information?
In addition to identifying who wrote the material you are reading, the site should describe the evidence that the material is based on. Medical facts and figures should have references ... opinions or advice should be clearly set apart from information that is [factual, i.e.] based on reproducible research results.
6. How is the information selected?
Is there an editorial board? Do people with excellent professional and scientific qualifications review the material before it is posted? [Is the quality of the website accredited by a reputable organization like HON? ]
7. How current is the information?
Web sites should be reviewed and updated on a regular basis. It is particularly important that medical information be current. The most recent update or review date should be clearly posted. Even if the information has not changed, you want to know whether the site owners have reviewed it recently to ensure that it is still valid.
8. How does the site choose links to other sites?
Web sites usually have a policy about how they establish links to other sites. Some medical sites take a conservative approach and don't link to any other sites. Some link to any site that asks, or pays, for a link. Others only link to sites that have met certain criteria. [Are the links maintained and checked regularly? Is there an alert when the link takes you outside the referring website? Carefully evaluate the new website according to the principles of evaluation listed in this document. ]
9. What information about you does the site collect, and why?
Web sites routinely track the paths visitors take through their sites to determine what pages are being used. Some health Web sites ask you to "subscribe" or "become a member." … this may be so that they can collect a user fee or select information for you that is relevant to your concerns. In all cases, this will give the site personal information about you. [Check the “Policy” and “Privacy” statements on each website to determine the what, why, and how. ]
Any credible health site asking for this kind of information should tell you exactly what they will and will not do with it. Many commercial sites sell "aggregate" (collected) data about their users to other companies—for example what percentage of their users are women with breast cancer. Some…may collect and reuse information that is "personally identifiable," such as your ZIP code, gender, and birth date. Be certain that you read and understand any privacy policy or similar language on the site, and don't sign up for anything that you are not sure you fully understand. [Be especially circumspect when using support and chat websites. You may want to establish an anonymous email.]
10. How does the site manage interactions with visitors?
[Is there an internal search engine or a site index? Is the interface easy to use?] There should always be a way for you to contact the site owner if you run across problems, have questions, or need feedback. If the site hosts chat rooms or other online discussion areas, it should tell visitors what the terms of using this service are. Is it moderated? If so, by whom, and why? [It is always a good idea to spend time monitoring the discussion before joining in, so that you feel comfortable with the environment before becoming a participant. ]
Note: The original NCCAM publication is adapted from a fact sheet produced by the National Cancer Institute. It is not copyrighted and it is in the public domain.
[ASK YOURSELF: Is the website information provided in ACCORD with the good practices listed above? Accurate, Credible, Current, Organized, Relevant and fully Disclosed ]
*Additions in [ ]; Ellipsis (…) indicates omission from original document.
National Center for Complementary & Alternative Medicine (NCCAM)
Publication. No. D337 Updated December 2006
http://nccam.nih.gov/health/webresources Accessed August 23, 2007. Revised January 2007; March 2007
Saturday, February 03, 2007
How To Judge A Health Book By Its Cover
How To Judge A Health Book By Its Cover - Or Nearly So...
AUDIENCE: Is book intended for adults, children, teens, or professionals?
Is information basic, advanced, technical?
Is the reading level appropriate to audience?
AUTHORITY: Are the author’s credentials and professional affiliations clearly presented?
What is author’s background? Is author associated with reputable organizations?
Has author written other books?
Is the author associated with a commercial product or service?
What is author’s specific point of view on topic?
Is author promoting information that is in opposition to commonly acceptable medical practices?
Does this book appear in lists and/or reviews of recommended health books?
CONTENT: How completely does the book cover your topic? Is it a broad overview or does it focus on a particular aspect of the topic?
Is the writing clear, free of technical jargon, and unbiased?
Is the information presented factual or opinion? Are there verifiable footnotes or sources?
CURRENCY: This is a very important characteristic for health information.
Generally material should be no older than 5 years, although there are exceptions.
Is this the latest edition of a frequently revised or updated book?
PHYSICAL PROPERTIES: Is the book logically organized & the print easy to read?
Does it possess a Table of Contents, Index, and list of sources?
If there are tables or illustrations, are they appropriate and easy to understand?
PUBLISHER: Although each book should be judged on its own merit, there are some well-known, reputable publishers of health books. Some of these include:
Books from Organizations and Associations, like the American Medical Association, the American Cancer Association, the American Heart Association, or the American Diabetes Association;
Books from University and Medical School Presses, like Johns Hopkins, the Mayo Clinic, the Cleveland Clinic, Harvard, and Oxford;
Books from medical and scientific commercial publishers, like Wiley, Mosby, McGraw Hill, Merck, PDR, Hazelden, and W. B. Saunders.
RED FLAGS: Avoid books that promote a particular product or service, or that are testimonials. Beware of authors whose credentials do not match the medical field. Avoid books that advocate harmful treatments, or theories that are significantly outside what has been scientifically proven.
AUDIENCE: Is book intended for adults, children, teens, or professionals?
Is information basic, advanced, technical?
Is the reading level appropriate to audience?
AUTHORITY: Are the author’s credentials and professional affiliations clearly presented?
What is author’s background? Is author associated with reputable organizations?
Has author written other books?
Is the author associated with a commercial product or service?
What is author’s specific point of view on topic?
Is author promoting information that is in opposition to commonly acceptable medical practices?
Does this book appear in lists and/or reviews of recommended health books?
CONTENT: How completely does the book cover your topic? Is it a broad overview or does it focus on a particular aspect of the topic?
Is the writing clear, free of technical jargon, and unbiased?
Is the information presented factual or opinion? Are there verifiable footnotes or sources?
CURRENCY: This is a very important characteristic for health information.
Generally material should be no older than 5 years, although there are exceptions.
Is this the latest edition of a frequently revised or updated book?
PHYSICAL PROPERTIES: Is the book logically organized & the print easy to read?
Does it possess a Table of Contents, Index, and list of sources?
If there are tables or illustrations, are they appropriate and easy to understand?
PUBLISHER: Although each book should be judged on its own merit, there are some well-known, reputable publishers of health books. Some of these include:
Books from Organizations and Associations, like the American Medical Association, the American Cancer Association, the American Heart Association, or the American Diabetes Association;
Books from University and Medical School Presses, like Johns Hopkins, the Mayo Clinic, the Cleveland Clinic, Harvard, and Oxford;
Books from medical and scientific commercial publishers, like Wiley, Mosby, McGraw Hill, Merck, PDR, Hazelden, and W. B. Saunders.
RED FLAGS: Avoid books that promote a particular product or service, or that are testimonials. Beware of authors whose credentials do not match the medical field. Avoid books that advocate harmful treatments, or theories that are significantly outside what has been scientifically proven.
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