Liberty, Up in Smoke

On September 11, 2001 hundreds of air travelers displayed a victim mentality to sixteen men with box cutters all the way to their demise, and the demise of hundreds more. The terrorists counted on their victims being so fearful they would relinquish their right to life to the mere threat of a severe cut. Beyond the memorial ceremonies and the clean up of ground zero, the phenomenon of fear continued wreaking its destruction upon America. Playing right into the hands of the terrorists, America’s victim mentality fearfully allowed the useless sacrifice of many civil liberties in exchange for the promise of safety.

Fear is a life saving instinct. Without it, the human race would have become extinct long ago. Americans certainly were the victims of the terrorists on 9/11, and rightfully afraid for their lives on that day, Greater concern and tragedy would be a factor if Americans had not had the response of fear to these shocking and horrible events. As sentient human beings, all Americans experienced something they are not accustomed to – being the victim - as well as a disdain toward a shrouded enemy. As a whole, all Americans experienced shock, confusion, calamity, and grief. As a people, united by patriotism and love of country, all Americans experienced an attack on everything they stand for. For a brief time, fear and victimization equalized all Americans. However, it wasn’t long before this fear no longer united, but began to destroy the very fiber of all things American.


Anxiety Responses Experienced Shortly After the Events of 9/11

60 percent thought another attack was likely
67 percent felt severe anger about the attacks
83 percent thought war was likely in the future
68 percent reported being severely affected by 9/11
19 percent changed their routine or travel plans as a result of 9/11
90 percent indicated one or more distress symptoms to some degree
80 percent of those living in New York City indicated post-traumatic stress disorder
44 percent indicated one or more stress symptoms to a considerable degree
50 percent reported feeling very nervous and tense following the tragedy
10 percent of those living in New York City indicated depression
17 percent indicated post-traumatic stress disorder
50 percent reported having trouble sleeping
44 percent saw the world less safe after 9/11
46 percent reported feeling dazed


Fear can cause us to exaggerate what our senses perceive, and what our mind knows to be true, to the point that false evidence can appear real. Regardless of whether a threat is real, imagined, or somewhere in between, we humans have a tendency to operate under the potentials of the worst case scenario when afraid. Terrorists count on this fundamental fact of human behavior. A terrorist judges the effectiveness and success of a specific terrorist act by the reaction of the government and the public to the act. (Terrorism-Research, n.d.) The unnecessary and irrational continuation of fear, anxiety, and victimization all Americans experienced on 9/11 was a desire of the terrorists from the beginning.

More than anything else, terrorism is psychological warfare on its most fundamental and most potent levels. The intended results of terrorist acts are aimed at a target audience beyond the original victim. This audience of the terrorist act may be the population as a whole, some specific portion of a society, or decision-making populace of the political, social, or military systems in place. (Terrorism-Research, n.d.) In the case of 9/11, specific symbols representing aspects of American society were targeted.

 The economic sector, as evidenced with the attacks on the World Trade Center.
 The military, as evidenced with the attack on the Pentagon.
 The government, as evidenced with the intended attack on either the White House or the Capital Building. (Flight 93 crashed in Shanksville, Pennsylvania and did not complete its intended mission.)

Even nearly a decade later we are fulfilling the goals of the terrorists as our economy is in shambles, our military is spread too thin on two separate fronts and fatigued from a long, traditionally executed war against an enemy engaged in psychological warfare, and our government is haphazardly enacting laws that are a detriment to Americans, all because of 9/11.

The contention that the government in power during the time of the attacks attempted to act in the best interest of the safety and well being of the population as a whole is a viable contention at its most capable level. (The level of incapability must also be examined at some point.) A population gripped by fear for their own safety most certainly would expect swift and effective action by the powers that be. If a government does not respond with immediate and tangible action, the populace turns their fear to anger, and vents that anger through the ballot box.

Thus, in retrospect, who is most responsible for fulfilling the goals of the terrorists, the American government or the American people? One answer is – both. The American premise is fundamentally a government of the people, after all. Government leaders are expected to follow the wishes of the people. On the other hand, the government responded in fear. They acted as if they were dealing with a traditional enemy, when they should have understood from the beginning they were engaging in psychological warfare. The “Wanted: Dead or Alive” mentality projected that the government was going to respond to the cries of terrorized Americans with vigilante justice, which is the equivalent of the revenge. The immediate reaction of the government was one of blood lust and revenge, reinforcing the victim mentality. America, as a whole, re-acted instead of stepping back and taking stock of the true situation. If Americans had not allowed false evidence to appear real (F.E.A.R) their actions would not have been so completely clouded, and perhaps a more viable plan for the safety of its people and the future protection from terrorist acts could have been proactively put into place.

Instead, terrorism is winning because people are still running scared. Instead, Americans have allowed themselves to be railroaded into giving up what is afforded them by the Bill of Rights and the American Constitution. There are very few Americans who are aware of the civil liberties that have been taken away from them in the name of safety against terrorism.

Even when we are afraid, and looking to our leaders to make decisions for us, we need to keep a close eye on just what decisions they are making. What is the real reason Americans were willing to give up basic rights as Americans in order to have a false sense of security? Should honesty prevail, the realization that any determined terrorist is going to find a way around any laws enacted to deter them. While that is not a good reason to avoid enacting viable laws, the loss of civil liberties is a good reason to not act in fear, but truly seek the most effective ways to deter terrorism with the least disruption to life, liberty, and the pursuit of happiness.
If willing, it would be advantageous of Americans to re-evaluate the actions that were taken, remedy the mistakes and put serious thought into the best ways to deal more effectively in psychological warfare in the future. One of the first things to do in making a good assessment is to examine what fed our initial fears.

Another way to make positive changes is to take a close look at how other countries deal with large scale terrorist attacks.

Is the handing over that which is afforded every American by the Bill of Rights and the Constitution an act of patriotism? In light of the realities our country has experienced since September 11, 2001, it is imperative that we begin to understand just what a true act of patriotism actually is. If Americans continue to willingly sacrifice their civil liberties and rights in exchange for the promise of safety, America will soon belong to the terrorist with the sharpest box cutters and the biggest airplanes. Will the future of an American be lived as a true patriot, or in an America that is the land of the fearful and the home of the intimidated?




References
Burke, R. J. (2005). Effects on individuals of 9/11. Disaster Prevention and Management, 14(5), 629-638. DOI:10.1108/09653560510634052
Terrorism-Research. (n.,d.). Terrorism research. What is terrorism?. Retrieved from http://www.terrorism-research.com

Sensenbrenner, Jr., F. J., & Oxley, M. G. (2001, October). Uniting and strengthening America by providing appropriate tools required to intercept and obstruct terrorism. The Library of Congress, USA PATRIOT Act (H.R. 3162), retrieved January 2010 from http://thomas.loc.gov/cgi-bin/query/z?c107:H.R.3162.ENR:

Sadler, M. S., Lineberger, M., Correll, J., & Park, B. (2005). Emotions, Attributions, and Policy Endorsement in Response to the September 11th Terrorist Attacks.. Basic and Applied Social Psychology, 27(3), 249-258. doi:10.1207/s15324834basp2703_6

Fredrickson, B. L., Tugade, M. M., & Waugh, C. E. (2003). What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001.. Journal of Personality and Social Psychology, 84(2), 265-276. doi:10.1037/0022-3514.84.2.365

Gross, K., Aday, S., & Brewer, P. R. (2004, October). A Panel Study of Media Effects on Political and Social Trust after September 11, 2001. The Harvard International Journal of Press/Politics, , 9(), 9-49. doi:10.1177/1081180X04269138


Copyright 2010 Beth Stroup. All rights reserved.

Male Domestic Abuse

In the past the subject of domestic violence was viewed as taboo and not to be discussed. Society accepted it as a part of personal life, therefore, not to be aired as public information. The feminist movement of the 1960s bravely raised public awareness of domestic violence and abuse specifically as an issue fundamental to the civil rights of women. As a result, when most people think of domestic violence, they garner a word picture of a man treating a woman violently and cruelly. Times have changed, making this picture outdated and short sighted. The old picture is a form of reverse sexism, considering domestic violence and abuse is no longer an issue specific to women. Awareness of the realities regarding male victims of domestic abuse remains woefully low while the problem continues to affect the quality of life for all.

Domestic violence and abuse most often take place between intimate partners. An intimate partner is a current or former spouse, boyfriend, girlfriend, or significant other, and may be of the same gender (Statistics, n.d.). Intimate partner violence (IPV) is a physical attack specifically directed toward an intimate partner, and may happen once or on a consistent basis. Types of violent behavior include slapping, pushing, hitting, destruction of personal property, assault with or without a weapon, rape, and murder with the express intent to gain control over the partner. Intimate partner abuse (IPA) is much the same but constitutes mental, emotional, or spiritual attack. Types of abusive behavior include belittling, harassment, deprivation, threats, mocking, manipulation, intimidation, humiliation, isolation, verbal attack, and stalking.

In intimate partner situations women prove to be more abusive than violent. IPV against men involves simple assault 68% of the time (Rennison & Planty, 2003). When women are violent, they tend to choose to act in a manner such as slapping, pushing, or throwing things. Serious IPV against men is rising rapidly, however. In 1998 intimate partner homicide of men accounted for 4% of all murders in the United States. (Rennison & Welchans, 2000). Just four years later, an astonishing 24% of all intimate partner homicide victims were male (Fox & Zawitz, 2004). Is such a significant change in male victims a matter of women deciding they are simply not going to take it anymore? Are they fighting back – defending themselves? This concept is partially a factor, but not completely.

Since the inception of the women’s rights movement women have become more violent. The same stresses that used to affect only men now affect women in the same manner, causing women to exhibit the same violent behavioral responses to the same types of stress. Barry Yeoman, a freelance contributor to Psychology Today magazine, reports a marked increase in violent behavior in females, and they are violent in the same manner as males. “The difference, behavioral studies suggest, is that women need greater incentives to express that violence. Social changes over the years--especially the movement toward gender equality--have provided several [incentives].” (1999, para. 7)

As women have taken control of more overall responsibility both inside and outside the home, they have felt empowered and confident in their abilities to show others they are capable to take that control. Once control is gained, one freely seeks to gain more, believing it is their right to do so because they are capable. This freedom is exhilarating and has both positive and negative aspects. de Benedictis, Jaffe, & Segal (n.d.) show that the goal of a person who commits an act of IPV/IPA is seeking complete control and submission of an intimate partner. A lack of coping skills, life skills, social skills, and anger management significantly contribute to IPV/IPA. Consequently, these skills are also underdeveloped in those with substance abuse issues, giving credence to the fact that substance use is a significant contributing factor in 40% - 60% of all IPV/IPA episodes (Easton, 2006).

Unlike before the women’s rights movement, women are working outside the home in high numbers, stay-at-home mothers often work from home, and single mothers often work more than one job. While many women are working toward specific career goals by free will choice, a significant number of women work because in our economic times one income is insufficient to support a family adequately. One of the most significant factors in IPV/IPA is economic stress. Rennison and Welchans (2003) report those who live below the poverty line are seven times more likely to become embroiled in IPV/IPA than those with income on a higher scale. Interestingly, studies suggest that it is economic stress rather than cultural differences that cause African American males to experience IPV/IPA at a rate of two and one-half times higher than males of other races (Rennison & Planty, 2003).

Domestic violence and abuse involve not only intimate partner relationships, but their offspring, the elderly, siblings, employers and coworkers, neighbors, civil servants, and local and state public services.

Man or woman, black or white, victim or perpetrator, IPV/IPA has a marked affect upon the workplace, which in turn effects the lives of more than just the family unit. Employers face many tort and statutory legal responsibilities when their employees have domestic issues. (Brown, 2008) Production rates often lower significantly when an employee suffers the effects of IPV/IPA, especially if the employee is the victim. This takes money directly from the profit margin of an employer. Everyone in the workplace can be affected by the situation; one reason being that an employer will cut a budget first by lowering the number of employees, further decreasing income capability and further lowering recovery rates in the economy.

It is not only the workplace that is disturbed. Local communities and states are deeply modified because of domestic violence. IPV/IPA concerns significantly monopolize social services such as financial assistance, emergency services, law enforcement services, and government policymakers and legislators. Taxpayers are required to pay higher amounts to cover financial and other assistance to aid displaced victims in finding temporary havens of safety. Emergency Medical Service (EMS) technicians, and their vehicles, are summoned at all hours of the day and night to perform triage on injuries inflicted during an episode of IPV/IPA, taking them out of commission to respond to naturally occurring medical emergencies. Law enforcement personnel respond to dangerous, emotionally charged, domestic situations in which multiple arrests are often made. This amount of time, in addition to the time it takes to process the perpetrator, is significant, and again – they are unavailable to provide other community service. Taxpayers must provide additional funds to make more EMS technicians and law enforcement personnel (and their vehicles) available to fully service all community needs. While local and state government officials deal with eliminating domestic violence, they must attempt to curtail the “fallout” of this serious public health and social issue.

The most urgent public health and social issue caused by domestic violence is the effect upon children brought up in a home in which IPV/IPA is prevalent. Children show these effects in the most severe manners. They sometimes are violent themselves, if they feel threatened in any way, which perpetuates bullying or other types of violence in public places such as schools or malls. Some come to the point of feeling so hopeless about life, they commit suicide. Some children use dangerous and life threatening drugs to escape the violence. Most are seven times more likely to use violence and abuse to control others when they grow up, perpetuating the domestic cycle (de Benedictis, Jaffe, & Segal, n.d.). Some temporarily release their rage through violent sexual assault on others. A few develop severe mental health syndromes or disorders, such as perfectionism, as a coping mechanism. Using perfectionism as an example to explain the rational of coping through syndromes or disorders, the perfect person has no reason to be afraid of being controlled, so they do not have to be afraid of being a victim themselves. They have been astute enough to discern that the whole problem is about who is in control, so they become the one in control of themselves. If they govern themselves, no one else can ever be required to govern them, so in their mind the problem is solved.

Solutions to the enormous problem of IPV/IPA are not easy to figure out, nor employ. The federal government is taking action within the justice system by enacting new federal laws. States are also drafting and voting for new legislation. (Domestic Violence, 2009) The private sector is attempting to help victims change their circumstances by opening nonprofit organizations who provide for the needs of victims. There are many safe houses and group homes available for female victims, but none for male victims in the United States. There are, however, private sector programs available to male victims. Mental health facilities have incorporated counseling and treatment programs for both male and female victims and perpetrators.
Evidence proves that no one can legitimately claim IPV/IPA against males is as prevalent a public health issue as that against females. However, it is also evident that IPV/IPA against males is an issue that should be included among public health concerns. Left unchecked, the statistics will escalate as high as those of female victims. The fundamental weapon against just such a scenario is public awareness of the issue. The public must begin to understand, through education, just how directly the problem affects the quality of their lives.



References
Brown, J., (2008) The costs of domestic violence in the employment arena: a call for legal reform and community-based education initiatives. Virginia Journal of Social Policy and Law. Vol. 16 (1), 1-45, from EBSCOhost database.

de Benedictis, T., Jaffe, J., Segal, J. (n.d.) Domestic violence and abuse: types, signs, symptoms, causes, and effects. American Academy of Experts in Traumatic Stress. Retrieved November 1, 2009, from http://www.aaets.org/article144.htm

Domestic Violence. (2009, June 15) Issues & controversies. Facts on File News Services. Retrieved November 15, 2009 from http://www.2facts.com/article/i0301280

Easton, C. (2006, Jan. 1) The role of substance abuse in intimate partner violence. Psychiatric Times 23(1) p.25. Gale Power Search.

Fox, J. & Zawitz, M. (2004). Homicide trends in the United States. US department of justice. Retrieved October 29, 2009 from http://www.ojp.usdoj.gov/bjs/homicide/homtrnd.htm

Rennison, C., Welchans, S. (2000) Intimate Partner Violence, 1993-2001. Bureau of Justice Statistics, DOJ (US). Retrieved November 15, 2009, from http://www.legis.state.wi.us/assembly/asm76/news/PDF%20Files/intimate%20partner%20violence.pdf

Rennison, C., Planty, M. (2003) Nonlethal intimate partner violence: examining race, gender, and income patterns. Violence and Victims. Volume 18(4), 433-443(11). Retrieved November 15, 2009 from http://www.ingentaconnect.com/content/springer/vav/2003/00000018/00000004/art00005

Statistics (n.d.) Domestic violence/intimate partner violence: applying best practice guidelines. Access continuing education, inc. Retrieved November 1, 2009, from https://www.accesscontinuingeducation.com/ACE4000/c2/index.htm

Yeoman, B. (1999) Bad Girls. Psychology Today. Retrieved November 15, 2009 from http://www.psychologytoday.com/articles/199911/bad-girls

Copyright 2010 Beth Stroup. All rights reserved.

Distance Learning Survival: A Guide for Students

While still a relatively new concept, distance learning has quickly become wildly popular, especially among the working class. Many people are turning to higher education to help them realize a better lifestyle. Becoming part of a distance learning community meets their need for a diploma while they continue to provide for their families. This survival guide is designed to provide the tools necessary to develop a personal plan of action toward success in distance learning.

Distance learning for adults is quite different from any educational system you have been involved in before. Taking a step such as this is a major change in lifestyle. It can be overwhelming to, among other things, take on the extra time commitment, learn a new way of interaction with others, and accept nonverbal instruction. If you follow the steps below you should be well equipped to not just endure your distance learning experience, but thrive in it.

~ Educational Resources ~

The first choice you must make is the institution in which you will enroll. The first consideration you should be concerned with is the educational resources the institution provides for students. Without adequate resources your goal toward graduation is made much more difficult.
The institution you choose should have nothing less to offer students than:

 A core group of academic counselors who are there to help and guide you personally through your college career.
 Qualified and Degreed Instructors
 Instructors should be well versed in not only in the academia of the courses they instruct, but life experience of the subject as well.
 Experienced instructors who are adept at the unique challenges instructing in a distance learning environment will benefit students the most.
 Instructors should be adept at instructing various ages.
 Technological Tools:
 Academic databases providing peer-reviewed resources available to you at any time
 Downloadable audio, video, and digital media
 Student forums for discussion on academic related contents
 Tutorials and Guides
 Writing Manuals; Grammar and Writing guides
 Reviewing services, including grammar and plagiarism checker
 Tutoring
 Knowledge bases and FAQ’s
 Reference and Citation resources
 Online help in answering questions

~ Essential Tools for Success ~

After finding the college that’s just right for you, the next place to look is . . . yourself! What is going to be expected of you? What should you do for yourself to be successful? What are the essential tools for success? Use the essentials below as your plan of action toward the ultimate success in a distance learning environment.

~ Setting and Achieving Goals ~

A commitment to higher learning takes endurance and stamina. One way to maintain that endurance and keep your stamina up is to set achievable goals. It is important to a person’s mental and emotional health to be assured, by tangible means, they are progressing along the path they planned for themselves. This assurance fosters confidence in one’s own skills and abilities, and reinforced the values they aspire to live up to. Start your path well, so your success has the greatest chance, by setting goals for yourself.

 Identify two long-term goals – one educational and one career oriented.
 Break each of these two long-term goals into several, and achievable, short-term goals. This helps you define an achievement strategy.
 For each short-term goal set a specific deadline by which to accomplish the goal. Deadlines help motivate you to fully achieve your goals. This is also the time to anticipate any potential problems that may interfere with achieving your goals, and formulate any solutions you may need to employ.
 Prioritize all goals in order of importance keeping your values, situation, and time commitments in mind.
 Accountability is a good motivator to help you achieve goals. Pre-arrange with someone you trust to hold you accountable for meeting your goals.
 Write down how you expect each specific goal to help you along the path toward the overall goals.
 Monitor your progress. Set a date to check in on your own progress toward your goals; for example, after each completion of a segment of classes, or at regular intervals along the way.

Taking an active and responsible approach toward your part of your education will prepare you for what is in store. Understanding your own goals will give you that endurance, and stamina, to achieve them in the manner that satisfies you.

~ Utilize Wise Time Management ~

Alan Lakein, an author who writes about personal time management, is quoted as saying “Time equals life; therefore, waste your time and waste your life, or master your time and master your life.” Mr. Lakein coined the well known question, “What is the best use of the time I have right now?”

Here is how to answer that question in the moment:
 Identify your time related needs and preferences.
 Create a time profile and analyze its effects.
 Establish a schedule, stick to it, and analyze its effects noting any changes that could improve your productivity.
 Obtain a daily planner and use it to keep track of commitments, events, activities, class preparation time, etc. Prioritize by “importance labels”: Crucial, flexible, and of lesser importance or urgency.
 Avoid procrastination by employing flexibility.
If you want to receive the satisfaction of meeting your goals, and mastering life, then become a master over your time.

~ Honor Academic Honesty ~

We all know cheating is not smart. We all should know that cheating not only cheats others, but cheats the cheater more than anyone else. The most common form of cheating in a distance learning environment is plagiarism. . . . presenting someone else’s ideas as our own. One other thing we all know is how tempting it is. However, it does not make logical sense to pay thousands of dollars to get an education and then use someone else’s ideas to avoid obtaining said education!
You will want to avoid plagiarism, or even the hint of it, at all costs by :
 Understanding and applying the reasons not to plagiarize
 Knowing the difference between a quote and a paraphrase
 Making source and content notes as you compile your work
 Understanding items from the internet are subject to plagiarism guidelines
 Understanding the different types of plagiarism
 Understanding what is common knowledge and what is not
 Crediting authors and sources

All higher education institutions have strict rules against cheating, and specifically plagiarism. One moment of giving in to poor choices can end every hope and dream you have for your future. Arm yourself with education about exactly what plagiarism is.

~ Foster Reading Comprehension and Retention ~

No matter how you feel about it, reading is the thing you do most in college, and even more so in a distance learning situation. Your ability to comprehend what you read is paramount to your success. There are ways to improve your reading comprehension.

 Choose the right location and time for reading
 Think positively and critically
 Don’t expect to “get it all” at first reading, especially if the material is particularly academic.
 Build your vocabulary
 Look for order and patterns as you read
 Ask yourself questions about the text as you read, and clear up any concepts you don’t understand before you move forward.
 Learn to concentrate
 Train yourself to use a system of comprehension such as the SQ3R (Survey, Question, Read, Recite, Review) system.
 Plan a reward

The better you are able to comprehend what you read, the better you are able to respond to your assignments. It is to your advantage to take all steps you can toward excellent reading comprehension.

~ Personality and Learning Styles ~

In a distance learning environment, you are in a virtual classroom that operates as an asynchronous community. This type of classroom presents unique challenges as you interact with a classmate or instructor. Close attention to personality and learning style, your own as well as that of classmates, is essential in this environment.

A learning style is the way a person receives and processes information they previously have not known. There are different types of learning styles, and each one has both strengths and weaknesses. One advantage to a classroom setting is that others in the class have a different learning style, or intelligence style if you prefer, than you. They can give you perspective on a subject that you would not see for yourself. It is important that you take advantage of the strengths of your classmates to improve your own experience.

There are seven learning styles.
 Verbal-Linguistic - Ability to communicate through language.
 Interpersonal - Ability to relate to others, noticing their moods, motivations, and feelings.
 Intrapersonal - Ability to understand one’s own behavior and feelings.
 Logical-Mathematical - Ability to understand logical reasoning and problem solving.
 Musical - Ability to comprehend and create meaningful sound and recognize patterns.
 Visual-Spatial - Ability to understand spatial relationships and to perceive and create images.
 Bodily-Kinesthetic - Ability to use the physical body skillfully and to take in knowledge through bodily sensation.

Being aware of the learning personality of your classmates can also be an advantage to you. Like learning styles, each personality type has both strengths and weaknesses, and classmates that work together as a team can enhance the experience of everyone by coordinating together.

There are four learning personality types.
 Thinker – Technical; Scientific; Mathematical; Dispassionate; Analytical
 Organizer – Tactical; Detailed; Systematic; Sequential; Structured
 Giver – Interpersonal; Giving; Spiritual; Feeling; Peacemaker; Adaptable
 Adventurer – Active; Risking; Original; Skillful; Experimental; Open-minded

Following this plan of action will help you not only survive, but prosper as you realize your goals of obtaining a diploma. Good luck, and stay the path!

Alan Lakein Quotes: http://www.quotesandpoem.com/quotes/listquotes/author/alan-lakein
Alan Lakein LinkedIn Profile: http://www.linkedin.com/pub/alan-lakein/7/8b8/30

Copyright 2009 Beth Stroup. All rights reserved.