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"This is the night of revelation. This is the night the dolls wake. This is the night of the dreamer in the attic. This is the night of the piper in the woods." — Steven Millhauser in Enchanted Night
Spring comes on little goat feet. . . .
If I were a scholar fixin' to write a research paper, I would like to explore the use of Fauns, Satyrs, and the god Pan in English literature. This is a topic that has long intrigued me. These enigmatic figures dance through the shade and the starry darkness of our consciousness, but what is our fascination with them? Bear with me — no, goat with me — if you will, gentle readers, and let's embark — embark — on a little walk among the trees. (I've just paid about ten bucks to the pun fund — at this rate I'll be broke by the end of the next paragraph.) I'd like to do a little defining, a little comparing of examples, and finally a little theorizing about our wild friends, the horned pipers in the glens.
First, let's look to J.E. Zimmerman's Dictionary of Classical Mythology. (This is the dictionary we used in Professor Froehlich's Greek & Roman mythology class at Concordia, and it's one of the few books that, as a writer and reader, I would never want to be without.)
Zimmerman tells us that Pan (Greek) is the same as Faunus (Roman).
Pan is the son of Hermes and Dryope. He's the "Greek god of flocks and shepherds, forests and wild life, and fertility; patron of shepherds and hunters. Part man, part goat, with ears, horns, tail, and hind legs of a goat — playful, lascivious, unpredictable, always lecherous. He invented the flute with seven reeds which he called syrinx after the nymph Syrinx who had been transformed into the reed he cut for his first Pan-pipe. Shepherds loved his reed pipe, and Pan's musical contest with Apollo is famous. He loved and pursued many nymphs. . . ." Zimmerman goes on to cite ancient sources of Pan references, which include the Aeneid, Herodotus, and Pausanias. "In English literature," Zimmerman interestingly says, "poems about Pan are more numerous than distinguished; references to him are made by Spenser; Milton; Marvell; Cowley; Wordsworth; Shelley; Keats; Swinburne; Forster."
So if I were that scholarly type fixin' to do the research paper, I'd have my work cut out for me, chasing down all those references! Fortunately, I'm just a blog-tender, so I can deal in rumors, unsubstantiated "facts," opinions, and whims. I can just tell you what I think. And that's the beauty of a blog, right? We read and write them in order to talk about cool stuff — which, of course, sometimes has great applicability to our lives and our projects and our service, whatever it may be.
When we look up "Faunus" in Zimmerman, we're told that he's "Also Pan. God of agriculture, crops, prophecy, fertility, and country life." The sole reference there is Aeneid vii. With that wording, Faunus sounds a little more staid and sober than Pan — sort of a Pan in midlife, a Pan who has settled down and become somewhat responsible. That may be because Faunus is a family man — er, god. He has a wife (or by some accounts a daughter) called Fauna, also known as Bona Dea or Bona Mater. She's the goddess of fertility, nature, farming, and animals. "She never saw a man after her marriage with Faunus. Her uncommon chastity brought her rank among the gods after her death. Her followers are called Fauni."
Note that point: the Fauni (Fauns) are followers of this nice, chaste goddess, not directly of Faunus himself. That may well be why Fauns seem to have a better reputation than Satyrs. C.S. Lewis's Mr. Tumnus is a Faun. And in my own book The Sacred Woods, my Faun character is indignant when he's mistaken for a Satyr. ["'I'd like you better if you'd stop calling me a Satyr,' said Mr. Girandole. 'I've told you I'm a Faun. Satyrs are a vulgar folk. You won't see me drinking wine by the skinful.' / 'And woman?' R____ grinned waggishly. 'You run catch woman?' / 'Mind your own business,' said Mr. Girandole."]
Well, what about Satyrs, then? Zimmerman reports: the Satyrs (or Satyri) are "sylvan deities that represented the luxuriant forces of nature; attendants of Dionysus." (Dionysus! Say no more, squire! Eh? Eh?! Dionysus is the god of wine and revelry. [He's that very same Bacchus, the youngest of the twelve great Olympians.] So the Satyrs were the ones having the keg parties.) "They were known for their orgies and lasciviousness. They looked like men, but had the legs and feet of goats, with short horns on their heads, and their entire bodies covered with hair. Some Satyrs were gods of the woods, and followers of Pan."
Very interesting, huh? This would require more research, of course — and I may be reading more into the distinction than Zimmerman or any of the mythmakers intended — but based on these dictionary entries alone, it looks like the Fauns were followers of Fauna (the virtuous goddess), and the Satyrs were associated with Dionysus and Pan. Satyrs may also have been hairier than Fauns — hair over their entire bodies, Zimmerman says. So if that painting of mine is right at all, it must be a picture of a Faun, not a Satyr. (Pan also had the ears of a goat, which is overlooked by many artists.)
So much for the definitions: now we know whom we're talking about; we know what the theme is as we consider the variations.
As soon as we get out of the classical myths and into English literature and into cinema, the lines start to blur, and I think it's impossible to preserve the distinctions among Satyrs, Fauns, Pan, and Faunus. In Pan's Labyrinth, for example: the movie's title says one thing, but I'm pretty sure the Faun says he's "a Faun." (But when asked his name, he laughingly declares that he has many, most of them pronounceable only by the trees. That's one of my favorite lines of the film.)
You all know I'm not one who can claim to have read widely; but I'd like to examine the treatment of Faun-esque characters in seven works: Steven Millhauser's Enchanted Night (Crown Publishers, 1999); the movie Pan's Labyrinth (2006, directed by Guillermo del Toro); two works of Arthur Machen (details to follow); C.S. Lewis's The Chronicles of Narnia (my Collier/Macmillan edition of the first one of those is copyrighted in 1950; Lewis scholars, feel free to clarify); my own novel The Sacred Woods (me, spring/summer 2009); and Kenneth Grahame's classic The Wind in the Willows. My theory is that these stories assign to the Pan-like figures one or more of the following roles:
1. beguiler/enchanter
2. messenger/instructor in things magical
3. corruptor/the diabolic
4. helper
5. the Divine
Millhauser's Pan-type figure in Enchanted Night is of the first type: he pipes in the dark woods on a summer night, and the town's children are roused out of their dreams. The music lures them into the forest, where they ultimately encounter the man with goat-legs, dancing and dancing, playing his flute. It's a dangerous scenario, but Millhauser's piper doesn't harm the children. He simply enchants them with his music, and they come to listen: "He turns and turns, bending almost to the grass, rising high, a moon-dancer, a flute-dreamer, as the children gather in the clearing to listen to the dark, sweet music of the piper in the woods. They must have this music. It's the sound of elves under the earth, of cities at the bottom of the sea. In the clearing the children listen, their lips slightly parted, their eyes veiled and heavy-lidded." When the night is over, "At the first glimmer of gray in the sky, the piper in the woods looks up, bends and spins once more, and breaks off abruptly. In the shocking silence he beckons toward the sky, then turns and vanishes into the woods. The children, waking from their long dream, look around tiredly and head for home." Millhauser's piper is mostly the magical allure of a summer night made manifest; Summer Night Itself given a body and a sound. It's the season that invites: the particular season of life, and the warm, kind season of the year; the moon, the darkness, the fire in the blood, and the imagination it all works to unlock. And what better personification of such a night than a dancing Faun? (As I've said before, it was the cover that drew me straight to this book, and the cover with the jacket copy that compelled me to buy it. If anyone out there still hasn't read it, its season is nearly here again: get it and read it some hot night this summer!)
I would say the Faun in Pan's Labyrinth fits role #2, that of messenger and mentor in things magical. I wouldn't quite go so far as to put him in the "helper" (#4) category, because at times he's downright scary, and I'm not altogether sure he cares about Ofelia or necessarily wants her to succeed — he's just there to deliver the messages. (Does anyone want to disagree? I realize it's quite open to interpretation — but he certainly seems heartless and creeps me out in some of his scenes.) He's there to tell Ofelia what she must and must not do in order to get back to her kingdom beneath the ground. (Maybe deep down he cares, because he does get angry at her when she messes up and almost blows it.) He's the face and the voice of the magical kingdom deep within the Earth, a kingdom inaccessible to humankind.
For the darkest uses of Pan-like figures I know of, we turn to the Welsh author Arthur Machen (1863-1947). Machen first published a story called "The Great God Pan" in 1890, which he revised and extended into a novella in 1894. It's readily available today, and for anyone who considers him/herself a serious fan of fantasy or horror fiction, it's an essential book.
Machen's Pan may fulfill roles #1 and 2, but for sure he is #3, the corruptor, a totally harmful influence encountered in idyllic woodland settings. I would go so far as to say we can pretty much equate Machen's Pan with the devil. One character in the novella, delving into the secrets of the Pan-encounters, writes on his manuscript this Latin inscription:
Machen assumes his readers will be able to figure that one out; he doesn't provide a translation, but I'm pretty sure it means "And the devil is incarnate. And he is made a man." (Help me out, anyone who really knows Latin! Is that facere, "to do; to make," or should we be thinking "true; fact"? Either way, we get Machen's point.)
Encountering the devil in the woods: what early American writer does that make you think of? Hawthorne, right? Beyond the village lies the dark, fathomless woods, which is the abode of witches and the devil.
Pan in The Great God Pan is made all the more horrible by how subtly Machen handles things. We never see Pan in immediate narrative; in fact, a theme of the book is how the human mind cannot handle seeing "the great god Pan" directly. (And in that aspect, one can certainly trace the enormous influence Machen had on H.P. Lovecraft! Doesn't that sound like vintage Lovecraft? The evil is so horrible that, if you see it, your mind is shattered, and you become a raving lunatic.) In Machen's book, we glimpse Pan only through suggestions and secondhand accounts — and in a grotesque, ancient carving excavated from the wall of a house that sends a boy (who has earlier encountered a strange man in the woods) into paroxysms of fear. ["The head is pronounced by the most experienced archaeologists of the district to be that of a faun or satyr. [Dr. Phillips tells me that he has seen the head in question, and assures me that he has never received such a vivid presentment of intense evil.]"] Crossing paths with Machen's Pan leads to madness, obsession, and death. Nor does Machen hesitate to plunge into the sexual associations of Pan-lore. I don't want to give away the plot to any interested in reading it, so I guess I'll stop there with my references to this book.
But I have to point you to one more Arthur Machen story, "The White People," also regarded as one of his greatest works. This tale, rife with all sorts of imagery that was scandalous at the time, alludes to some sort of horrible stone carving, deep in the forest, a secret of secrets that the main character feels she dare not talk about. It's worshiped by witches and has an extremely malevolent influence. Typical of Machen, we never find out exactly what the carving depicts, except that it's likely "of Roman origin." I'll bet I'm not alone in my certainty that the image is a figure with the face of a man and the horns, ears, and lower body of a goat. It may indeed have been the same figure Machen had in mind when he described the monument stone at the end of The Great God Pan — which bears the words:
(I'm actually wondering if that's a misprint in the book; I'd like to add a "B" three letters from the end and make it "SVBVMBRA" — "sub umbra." Anyone? Help?)
Anyway, he does provide the translation this time: "To the great god Nodens (the god of the Great Deep or Abyss) Flavius Senilis has erected this pillar on account of the marriage which he saw beneath the shade."
Now let's move on to role #4 and fill our lungs with fresh air. Narnia! Faithfulness and friendship! The Faun Tumnus is a definite type 4, the helper. So is Mr. Girandole in The Sacred Woods. Like Tolkien's Elves, like Mr. Spock the Vulcan, like some instances of the new face of the vampire in popular culture, benevolent Mr. Girandole represents a solid ally who is a little better than we are in nearly every way — stronger, wiser, older, more capable — and yet vulnerable and all too human in some surprising ways. Unlike type #1, which tantalizes us with unfulfilled — or only momentarily fulfilled — longing; and unlike type #2, which is only an interface with Nature for us, the kindest Fauns usher us not to destruction like the #3's, but to a better state.
Heh, heh! I realize I left Mr. Tumnus out in the cold and am not really talking about him at all — maybe some of you Narnia fans can help me out with him.
But that leads us to #5: Kenneth Grahame's Faun-like figure in his mysterious and perplexing chapter "The Piper at the Gates of Dawn." It's been noted by scholars that this chapter seems somehow incongruous with the rest of The Wind in the Willows — what's it doing here? And yet what I hear again and again from people who have read the book is, "That's my favorite chapter." Here, an unquestionably Faun-like presence is called "the Friend and Helper." Without doubt, the presence is referred to in terms of holy awe: "Then suddenly the Mole felt a great Awe fall upon him, an awe that turned his muscles to water, bowed his head, and rooted his feet to the ground. It was no panic terror — indeed, he felt wonderfully at peace and happy . . . some august Presence was very, very near." The characters see the baby otter sleeping in peace and contentment between the hooves of the Piper, and then: "'Afraid?' murmured the Rat, his eyes shining with unutterable love. 'Afraid! Of Him? O, never, never! And yet — and yet — O, Mole, I am afraid!'" (Like Aslan this Piper is: not safe, but Good.)
Ooh! Ooh! Something just now occurred to me! Look at the Kenneth Grahame quote! I would bet money that it's no accident Grahame wrote "It was no panic terror." Are you aware of the fact that our English word "panic" comes from — yes, you guessed it — the name of Pan? My Webster's dictionary says of "panic" that it's from the Greek panikos, literally "of Pan": "of, relating to, or resembling the mental or emotional state believed induced by the god Pan." What Arthur Machen creates in The Great God Pan could hardly be any more authentic or true to the ancient Greek concept!
So what is the appeal? Why do these figures haunt and inform our literature? Well, here are my theories: at their worst, they give an embodiment to terrible forces beyond our control — the Unknown, the Evil, the destroying impersonal onslaught of Nature. And they provide a not-quite-human face for the worst elements in us ourselves. Lust and debauchery . . . in this way, I think there may be some connection between Satyr myths and werewolf legends. Jekyll and Hyde. "We have met the enemy and they is us." They give a face to the Forest, to its mystery and allure — and in this way, they may be related to the figure of the Green Man. At their most benevolent, they represent that holy awe we feel when experiencing Creation as God made it: the green spaces where we can practically hear Him breathing . . . where we are afraid, and yet not afraid . . . not of the Piper at the gates of dawn.


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METS: New York defeats the Chicago White Sox in 10 innings; Matt Harvey dominant
NEW YORK >> Matt Harvey was so dominant, it seemed certain the Chicago White Sox would never score. Instead, each pitch raised more tantalizing questions: Would they ever get a hit, or even a runner?
Harvey threw one-hit ball for nine innings in a nearly perfect performance and the New York Mets permitted just one baserunner all game in beating the White Sox 1-0 in the 10th Tuesday night.
Harvey allowed only an infield single by Alex Rios with two outs in the seventh -- he was safe, barely. The right-hander with the bright future struck out a career-high 12 and was pulled when the game went to extra innings.
"I mean, obviously, everything was working," Harvey said.
Pinch-hitter Mike Baxter lined an RBI single with one out in the 10th off Nate Jones (0-3).
Mets reliever Bobby Parnell (3-0) struck out two in the 10th.
It was a most rare interleague matchup. Because of schedule quirks, the Mets and White Sox had played just three previous games since AL vs. NL action began in 1997. Only Texas and St. Louis have met so infrequently -- they've played three games in the regular season, plus seven in the 2011 World Series.
It was nearly historic, too.
"Harvey was as advertised tonight," Chicago manager Robin Ventura said.
Harvey neared a no-hitter for the second time this season. He held Minnesota hitless for 6 2-3 innings on April 13 until Justin Morneau homered off the foul pole.
In his 17th big league start, the solidly built Harvey bid for even more. Already hailed as the face of the franchise's fortunes, the 24-year-old nearly pitched a game for the ages.
The closest the White Sox came to a hit in the early innings was on a grounder by Jeff Keppinger in the fourth that third baseman David Wright fielded and threw while crossing into foul territory.
After that play, Harvey said, "I kind of realized this might actually happen."
Harvey set down the first 20 batters until Rios hit a grounder in the hole in the seventh. The crowd instantly gasped, sensing trouble.
Mets shortstop Ruben Tejada did his best, gloving the ball on the edge of the infield dirt and making a jump throw. First baseman Ike Davis made a long stretch and caught the ball cleanly, but Rios was safe by a shade. The fans groaned when first base umpire Mark Carlson correctly called him safe.
"I tried to do it my best," Tejada said.
Said Rios: "He threw me a slider, middle-away and I just rolled over it. My job was to get to first base so we could try and score a run."
Harvey got a big ovation as he settled in to face the next hitter, then fanned Adam Dunn for his 10th strikeout. The crowd of 23,394 stood as Harvey walked to the dugout, where manager Terry Collins met him with a fist bump.
Harvey had no regrets about the hit.
"It's not the first time it's ever happened," he said.
The Mets have had only one no-hitter in their history, last June 1 by Johan Santana against St. Louis.
Pitching after six off days, Harvey overpowered the White Sox with a fastball in the upper 90s mph and got them guessing with a sharp breaking ball and pinpoint changeup.
His biggest problem in the early going was a nosebleed that developed soon before the first pitch.
Harvey is 4-0 with a 1.28 ERA after seven starts. He's allowed just 22 hits in 49 1-3 innings, striking out 58 and walking 12.
White Sox starter Hector Santiago nearly matched Harvey, blanking the Mets on four singles before leaving after the seventh. He also drew a few cheers from local fans, having grown up in nearby Newark, N.J. Santiago struck out eight, walked two and threw 111 pitches.
Davis drew a leadoff walk in the 10th and moved up on a sacrifice bunt by Juan Lagares. Baxter batted for Parnell and singled into the right-field corner.
The White Sox had never visited the Mets since interleague play began. The White Sox had played in Queens, however -- most recently on Aug. 21, 1975, when they beat the Yankees at Shea Stadium. That was during a two-year period when the Yankees moved into the Mets' ballpark while Yankee Stadium was being remodeled.
The only previous Mets-White Sox series was in Chicago in June 2002. Paul Konerko homered three times in those three games while current White Sox coach Joe McEwing played for the Mets.
For some Mets fans, this game might've rekindled a night former star Dwight Gooden pitched as a rookie in 1984 -- late that year, he dominated the Cubs with a one-hitter, allowing only an infield single by Keith Moreland.
Gooden has followed Harvey's rise and tweeted this as the game went to extra innings: "Matt "THE REAL DEAL" Harvey... Enough said!"
NOTES: That last Mets pitcher to retire the first 20 batters was Rick Reed on June 8, 1998, against Tampa Bay. ... Konerko got a day off and Dunn played first. ... The Mets visit the White Sox for two games in late June. ... White Sox RHP Jake Peavy, scratched from two starts because of back spasms, is set to start Wednesday night vs. Mets RHP Jeremy Hefner. Santiago had been starting in Peavy's place. ... Mets reliever Frank Francisco (elbow inflammation) is ready to move up a level, Collins said. Francisco pitched two straight days for Class A St. Lucie.

subset: commoncrawl


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State police arrested a 25-year-old motorist on drug charges after pulling him over on eastbound Interstate 84 Sunday and finding 100 grams of heroin in a diaper bag inside his vehicle, police said yesterday.
Jefri Guerrero-Ramirez of Boston was charged with trafficking in heroin and driving with obstructed nontransparent windows. He was booked at the state police barracks in Sturbridge and held on $1,000 cash bail.
State police said in a news release the excessively tinted windows prompted Sgt. James Bazzinotti to stop Mr. Ramirez� black 2005 Ford 500 about 10:10 p.m.
In his questioning of Mr. Ramirez, Sgt. Bazzinotti �determined the operator was not being truthful,� the news release said. At that point, he contacted Trooper Sean Maher, who is assigned to the state police canine section, and asked that he bring a dog to the scene. While performing an exterior �sniff� of the vehicle, the dog �immediately alerted to the presence of a narcotic odor emanating from the front passenger�s door,� Trooper Kenneth Gaetz said.
A search inside the vehicle uncovered a bag on the front passenger-side floor, and a substance thought to be heroin inside a diaper in the bag, police said. Police said they also found a digital scale inside the baby bag. Mr. Ramirez� wife was riding in the front passenger seat and an infant was in a car seat in back, Trooper Gaetz said.
The wife was not charged and was allowed to drive away with the child, Trooper Gaetz said.


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The January poll hosted on the National Foundation for Credit Counseling (NFCC) website asked consumers if they had a spending problem, savings problem, neither or both. The overwhelming majority, 62%, identified themselves as having problems related to both spending and saving.
The good news is that having a problem with both spending and savings is actually just one problem: spending. The bad news is that overspending is often tied to deep-rooted behavior, making it very difficult to change.
Consumers are showing signs of a willingness to begin spending again, as according to Gallup, monthly spending hit a four-year high this past December. As further proof of an increased comfort level with spending, the National Retail Federation projected that Super Bowl spending would likely reach $12.3 billion this year, or close to $70 per consumer related to this one event. The spending wasn't confined to chips, dips and wings, but extended to big ticket items with 7.5 million households expected to buy a new TV for the big game, compared to 5.1 million last year.
The NFCC cautions consumers that they may have jumped back into spending at the wrong time. Since paychecks are now smaller due to the increase in the Social Security payroll tax, increased spending coupled with less money available is an obvious recipe for financial disaster.
The foundation of financial stability is to spend smartly and save regularly. When spending becomes an impediment to saving, it needs to be recognized and dealt with.
To help identify the danger signals associated with overspending, the NFCC encourages consumers to consider the following 10 warning signs to determine if spending is under control or out of control. People identifying with these actions are advised to seek help immediately, as the problem will not resolve itself.
- Purchases hidden from others.
- Bills paid late or ignored.
- Checking accounts routinely overdrawn.
- Credit essential to maintain current lifestyle level.
- Unwilling to review how money is spent.
- Unaware of how much is owed.
- Items routinely purchased, and then returned.
- Shopping used as a salve for emotional stress.
- Unwilling to set financial goals.
- Afraid to check credit report and score.
Spending and saving should be able to peacefully coexist in a budget. Success lies in balancing these two seemingly competing forces.
For a personalized spending reality check, reach out to a trained and certified counselor. To find the NFCC Member Agency closest to you, dial toll-free to (800) 388-2227, or go online to www.DebtAdvice.org. For assistance in Spanish, call (800) 682-9832.


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A First Timer's Take
One of the fun parts of being a parent is the vicarious thrill of rediscovering something for the first time by watching my kids discover it. Being a fan is a lot like that! I was just in Texas visiting a good friend who had never seen the web-musical Dr. Horrible or (gasp) any episodes of Supernatural. I showed up with a large bag of DVDs :-) We didn't even get through the first season of SPN but we did watch several episodes a night and I was curious, as someone who's seen four seasons of development with these characters, to get the first impressions of someone who was only just introduced to them last week. (BTW, I was a little taken aback at how YOUNG the boys both looked in compared to recent 'sodes.)
Me: So? Was it everything I promised? Did you love it, or what?
JL: You do know that saying "I told you so" is not your most attractive trait? But, yeah, it's a great show. They do catch up with John eventually, right?
Me: Not saying. Keep watching the DVDs. So what were your favorite parts?
JL: I liked the premise. Crime-solving duos are not new (Mulder and Scully, anyone?) but I enjoyed the added emotional element of family and that they're brothers. Brothers who hail from a very nice gene pool.
Me: God bless Texas.
JL: The music rocked--you're sure they don't have a soundtrack?
Me: Nah, you have to do what the rest of us have done, painstakingly track down all the songs through internet lists and then create an iPod playlist.
JL: I think I already have half those songs on iPod, just have to organize. Besides the music, I appreciated that the show got off to a SOLID start. Some shows are too slow to build. I know you also like Dollhouse, but--
Me: Let's just stay focused on SPN here! And stop rolling your eyes at me. I can see that.
JL: Through cyber space? Fine, back to Supernatural. I found myself really intrigued by the episodes that focused on specific folklore. Like, the Dead in the Water episode was okay, but basically just a ghost story. I was really interested to see the bloody mary episode (which you totally covered your eyes through)--
Me: It's been well established that I'm a wuss. This is not news.
JL: BTW, is it me or did they specifically take some of that imagery from The Ring?
Me: I have no idea. Was too wussy to watch The Ring.
JL: So back to the folklore aspect... I know you said you grew up with a "woman in white" legend and I was curious after the pilot so I did some googling. Apparently, my home state of Arkansas has one, too, but I never knew it! A lot of these episodes make me want to research more, just to compare everyone's stories. Have they ever done one about the fabled school bus crash on the train tracks and the cars stalling out there that end up with fingerprints all over their back window?
Me: Nope, but I doubt it will come up next season. It looks like it will be pretty dark and arc-heavy. So you've got a lot of catching up to do before then!
JL: Do you know when the season 4 DVD set comes out?
Me: Sep 1, 2009, according to Amazon. Mark your calendar!


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Mets' early lead holds thanks to solid bullpen work
Germen gets first win after Wheeler throws 106 pitches in 4 2/3 innings
NEW YORK -- The long counts caught up to Zack Wheeler on Saturday. An inability to put away the Phillies led to a laborious outing, and Wheeler left the game in the fifth, sooner than both he and the Mets had hoped.
"That was definitely tough," Wheeler said. "I wanted to get through that inning, not just for the win but just to get out of that jam so we didn't have to use the bullpen earlier than we had to."
But for the second consecutive game, the Mets called on their 'pen for extended relief. On a day when Wheeler struggled, giving up two runs on seven hits over 4 2/3 innings and needing 106 pitches to get that far, New York's relievers held down Philadelphia just enough to preserve a 5-4 win.
Wheeler's outing started with a sign it wasn't going to be easy. Jimmy Rollins turned on his third pitch of the game, sending it over the right-field wall for a home run.
After Rollins homered, Wheeler retired the next three batters. That was the last easy inning he would have.
Wheeler was coming off a dominant three-hit, one-run start in San Francisco in which he had command of his fastball and secondary pitches. On Saturday, though, he couldn't get outs with his secondary pitches -- especially his changeup -- the way he did against the Giants. And since he wasn't pounding the zone with his fastball, the Phillies' hitters battled.
"That's the thing we've got to drive home," manager Terry Collins said. "If he throws strikes, you can get yourself deeper into games, because he's hard to hit. He's got a live arm. When the ball's in the strike zone, it's got good movement."
But Wheeler still managed to get some key outs.
The Phillies had runners at second and third with two outs in the second but couldn't get a run across. They had runners at first and second with one out in the third, but again did not score.
Wheeler's toughest test came in the fifth inning.
After allowing singles to Cole Hamels and Rollins, Wheeler walked Michael Young to load the bases. Chase Utley drove in Hamels with a sacrifice fly, and after retiring Domonic Brown, Wheeler walked Darin Ruf to again load the bases, and his day was done.
"There have been a few times now where I've had to come out of the game early because I'm throwing 20 pitches an inning, falling behind guys and stuff like that," Wheeler said. "That's not going to work."
So with the bases loaded and two out, Collins turned to his bullpen, bringing in Gonzalez Germen, who made his Major League debut on July 12. Displaying plenty of poise in a big spot, Germen struck out Delmon Young to get the Mets out of the inning.
Overall, Germen gave New York 1 2/3 scoreless innings. He didn't allow a hit, and he walked one while striking out three.
"The biggest thing, I think, is strikes," Collins said. "He's throwing over the plate -- throwing all his pitches over the plate, which has really been impressive."
Germen's work was even more important since the Mets couldn't get too much going offensively for most of the game after scoring early.
The Mets scored three runs off Phillies starter Cole Hamels in the first inning, beginning with an RBI single from Marlon Byrd. New York added one in the fifth and another in the seventh for a three-run lead.
The Mets have historically been tough on Hamels at Citi Field.
"They grind out their at-bats on him," Philadelphia manager Charlie Manuel said. "They make him pitch, and today he was hot. That might have been what they set out to do."
Scott Rice and LaTroy Hawkins followed Germen with 1 2/3 scoreless innings to get the ball to closer Bobby Parnell in the ninth. Parnell gave up a two-run homer to Utley that made it a one-run game, but he retired Ruf to end the game.
Although Germen and the rest of the relievers gave the team exactly what it needed, Collins still had to call on his bullpen too early.
Wheeler's not getting deep into games, and after six starts in the Major Leagues, he knows that needs to change.
"That's a part of my game I'm going to have to fix pretty fast," he said.


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Mindy McCready risks arrest in custody dispute
Country singer Mindy McCready said Wednesday she will probably not be able to bring her 5-year-old son back to Florida to fulfill a judge's order by Thursday afternoon — because she is nearly seven months pregnant with twins. By not returning as ordered, she risks arrest.
Speaking exclusively to the Associated Press, McCready said that she and her mother have had a long custody battle in Florida over Zander. Her mother was awarded guardianship in 2007. The battle became more public this week, when the Florida Department of Children and Families said a missing person report was filed with police after McCready took Zander from her father's home. McCready was able to visit with the boy there under a court order and the 36-year-old singer said she had spent much of the past month with her son at the home. Her mother and father are divorced.
McCready alleges that her son suffered abuse while living at her mother's home and that is one of the reasons why she left with the boy last week. "I'm a mom first," said McCready from Nashville, Tenn. "No matter what happens, I'm going to protect my kid. If I have to go to jail, so be it."
When reached at her Lee County home Wednesday night, McCready's mother, Gayle Inge, said the abuse allegations are "absolutely not true."
During the interview with the AP, a tearful McCready recounted a messy and confusing tale of court custody battles and family fights. McCready is suing her mother and a tabloid newspaper for libel in a Palm Beach County court.
On Tuesday, DCF discovered that McCready and the boy were not at her father's home and a judge ruled she must return him voluntarily by 5 p.m. Thursday or risk an arrest warrant. According to Aimee McLaughlin of the Childrens Network of Southwest Florida, a case manager filed a missing person report with the Cape Coral Police on Tuesday. The DCF spokesman said Children's Network of Southwest Florida is the Community-Based Care agency for the area.
McCready said she was under the impression that the Florida judge was transferring the custody case to Tennessee and that it wouldn't be a problem if she brought him there. McCready, who was born in Florida and found fame in Nashville as a singer in the 1990s, said she left with her son to the Tennessee city before Thanksgiving. Both McCready and her mother agree that a Florida judge had heard testimony during court hearings at the end of October and early November regarding the singer regaining custody of Zander. Both women agree that the judge had not yet ruled and that he said for now, the boy should remain with his grandmother.
Cape Coral Police Lt. Tony Sizemore said McCready called the department via Skype on Wednesday.
Since topping the country charts in the mid-1990s with her music, the singer's life has been filled with domestic abuse, drug and DUI arrests and a suicide attempt. In August, she filed the libel suit in Palm Beach County against her mother and the National Enquirer's parent company, American Media Inc., over a story published in the tabloid newspaper that quoted Inge.
In July 2007, she was accused of scuffling with Inge and resisting arrest at her mother's home in Florida. She was sentenced to jail for 60 days for a probation violation and released; she served 30 days in jail. She also lost custody of her son. And in 2008, McCready was admitted to a Nashville hospital after police said she cut her wrists and took several pills in a suicide attempt.
During the TV show Celebrity Rehab 3 in 2010, McCready came off as a sympathetic figure, and host Dr. Drew Pinsky called her an angel in the season finale. On the show she said she suffered from love addiction, not substance abuse. In one of the show's scarier moments, McCready suffered a seizure and was rushed to a hospital where scans showed brain damage.
Also in 2010, police went to Inge's home for a report of an overdose, and McCready was taken to a Florida hospital. However, neither the hospital nor McCready's publicist would say why the singer was hospitalized. McCready also fought the release of a tape in which she reportedly talked about former Boston Red Sox and New York Yankees pitcher Roger Clemens, with whom she had an affair as a teenager.
McCready, whose son could be heard giggling on the other end of the line Wednesday as his mother spoke to the AP, said the father of her twins is a music producer named David who is supportive of her quest to regain custody of Zander.
Wednesday was McCready's 36th birthday. "I hope that for my birthday, I get my son forever," McCready said.


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Coronavirus: As an on-line business operating in a rural area we are open! Click here for more information
Our despatch times are normal, but Royal Mail & Parcelforce delivery times are varying depending on location - some parcels arrive next day and others are taking a little longer.We will update this message as anything changes.
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Hi all,
This is the exception i m getting when trying to insert a record into a table of MySQL through Java JDBC :
com.mysql.jdbc.exceptions.MySQLIntegrityConstraint ViolationException: Duplicate entry '539763' for key 'PRIMARY'
I checked with the table but i don't find any entry with this value
The column on which the exception was raised is an auto_incremented and primary key at the database level.
Not knowing what could be the issue.
Can somebody help me in resolving this issues
Thanks n Regards


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User talk:Vassilip
Welcome to OrthodoxWiki!
Hello, Vassilip, and welcome to OrthodoxWiki!
Thank you for your contributions. I hope you like the place and decide to stay. Please note that OrthodoxWiki is always in development, so not everything works quite right yet. You can help, though!
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Also please note that other editors will assume that you have read the Style Manual (our official editing guidelines). If you're wondering why an edit was reverted, an article renamed, or any other unexpected changes were made by another editor, check there.
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We hope you enjoy editing here and being a part of our community! —Fr. Andrew talk contribs 16:59, February 18, 2007 (PST)
Hi Vassilip,
Thanks for your note in the Trapeza. It's a hard balance - to keep the focus of the article, while trying to provide more background for the non-Orthodox Christian visiting the wiki for more information. Please feel free to add something, or - if it's a long article - work on something through your own user page. One idea, which might not take too much effort, would be to just find some good articles which we can link to as "for more information" citations from that page. — FrJohn (talk)


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Oooops! I accidently posted my card on the wrong blog!!!! ugh.... now it is in the correct place.
This is my card for the Summer inspiration challenge over at TMITA. Kim McDonald gave us a poster to go by and I was inspired by the sky, trellis and the dock. My card is pretty simple, but here it is again 11:00PM on Sunday which happens to be a holiday weekend as well in the USA. I have been extremely busy and my design team has been more then patient with me waiting for me to upload my new images that I have not yet accomplish to date. :o/ With that large job coming to and end, softball, baseball, school ending for Avery, Morgan vomiting on Thursday/Friday this week, Nathan's graduation and then his graduation party yesterday which consumed the full day and attending other open houses I must say these last 2 months have been more then crazy for me. SOOOO... I really do think after a few days even with the kids all out of school I should be back on track in a much more normal way with my days. Well, that is what I am hoping and praying for.
So... back to my card. I used my cuddle bug to make my dock, Martha Stewart's punch to make my trellis and I chalked my clouds in the back ground and I just drew that tree and colored it with my Bic mark-its. Added some buttons and a bow; my computer generated sentiment and called it complete. It was fairly quick once I knew what I wanted to do. I partially cut my image out on the bottom and left the top attached where I chalked the sky. Well, that's it for now, not feeling so great at the moment so I am now headed for my bed and I think I might even sleep in for a bit with tomorrow still being the holiday!
May 31, 2010
Magical Monday - Summer Inspiration
Posted by Nina at 9:32 AM 4 comments
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Monday Funday Storytime
Monday, April 8, 2019, 10:15
Computer Use Services by Appointment (How-to)
Curbside Services (How-to)
Grab and Go Services (How-to)
Telephone Hours
Please visit your library branch's website for the latest hours and services. Call us or contact us at http://athenslibrary.org/
Borrow ebooks, audiobooks, and magazines to read on your phone or tablet using OverDrive and the Libby app. You can even send and read your borrowed ebooks to your Kindle ereader (U.S. only)! It's free and easy to get started for new users here.
As part of its phased reentry plan, the Athens Regional Library System continues to expand its available services while protecting the health and safety of patrons and staff.
Grab and Go: Many Athens Regional Library System branches now offer Grab and Go service. Patrons can visit their library branch to browse parts of the collection, place and pick up holds, and check out items. Unvented face masks are required. Visits are limited to one hour or less. Some branches will limit visits to 30 minutes or less. Check your local library branch's webpage for hours here.
Curbside Service: Place holds at our website, through the PINES mobile app, in-person at your library, or by phone. We'll notify you when your items are ready for pickup. Our libraries also offer curbside print pickup. Email your document to your local Athens Regional Library System branch, and we'll notify you when it's ready for pickup! Learn more about print pickup and find your library's printing email here
Concierge Service: Not sure what to read next? Do you or your child want to learn more about a particular topic? Want to discover a new favorite author based on books you know you already like? Try our concierge service! Call us, and our friendly, knowledgeable staff will gather titles for you based on your interests for curbside pickup.
Book Drops: Please return checked out items to our outdoor book drops only. We'll hold all returned items in quarantine before checking them in, which means your return won't show up on your account right away. Don't worry! No fines will be charged if you've returned items by their original due date. Fines for overdue items resumed on Saturday, October 10, 2020. Please note, our libraries are not accepting donations for the time being.
Computer Appointments: Selected branches of Athens Regional Library System offer Internet computer sessions by appointment. Reserve your one-hour session by calling your local branch library. Appointments are available for adults, teens and caregivers with children (PC for adult paired to a computer just for children). You can reserve one session per day and up to two sessions per week. Please note you will be required to wear an unventilated face mask while at the library, and limited staff assistance will be available. Printing services will be available. Athens-Clarke County Library also offers one-hour appointments for patrons who would like to work at the library using their own device. For more information, including details on what to do when you arrive at the library for your appointment, click here.
Athens-Clarke County Library: Passports: The Athens-Clarke County Library accepts passport applications by appointment. Please call the library at 706-613-3650 to set up your appointment. Saturday appointments are available!
Please check their website at https://travel.state.gov/content/travel.html for the most current information.
Crafts to Go: Stop by your library during curbside service hours to pick up everything you need for a fun craft activity designed for children ages 2-11. A new craft is available every two weeks while supplies last, and each branch has different crafts.
The Athens Regional Library System embraces diversity, inclusion, and social justice. These are a part of our organizational values and at the heart of our public services. We support the members of our communities who are in pain, those who are on a quest to educate themselves around the issues of race, and those wondering how to talk with children and young people about these issues. To help with those endeavors, we have developed the following list of resources. We will be adding to this list as the days go by. Much like the challenging events our communities have experienced over the last three months, the Library believes that we are in this together, and together we will see our way through. Visit our resources here.
Are you keeping a journal of your experiences during the coronavirus pandemic? Did you post a photo on social media of empty shelves at the grocery store? Whether you're writing in an old school diary or recording voice memos, everyone's experience is unique. The Heritage Room at Athens-Clarke County Library wants to help preserve our community's story of this unprecedented time in our collective history. We are interested in stories from everyday people. No story is too small! How you collect your thoughts is up to you: write in a journal, take photos or videos, record voice memos or even save social media posts. Full details are available here using a Google account. If you don't have a Google account, use this link.


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CVAC 36th Annual Juried Exhibition
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Not interested in Cuyahoga Falls ? Please choose a different community.
More About CVAC 36th Annual Juried Exhibition
ON DISPLAY SEPTEMBER 24TH – OCTOBER 31ST
Seven categories of artwork are on display, Watercolor Media, Water Based Media, Oil Based Media, Dry Media, Mixed Media, 3-Dimensional Media & Photographic Media. CVAC is excited to reveal the breadth of interests and investigations from our participants within this juried exhibition. Our juror, C. Arthur Croyle, had the difficult job of jurying the submissions and selecting the 7 "Best of†Category winners of this exhibition.
This exhibition opens to the public on Tuesday, September 24th and runs through October 31st. Awards will be distributed as the winners are celebrated during the 36th Annual Juried Exhibition Artist Reception on October 18th from 5:00-8:00 PM. A People's Choice Selection process, starting September 24th, shall dictate a People's Choice Category winner for each category, to be announced at the end of the Artist Reception. Patrons will have the opportunity to mingle with the artists, enjoy refreshments and hors d'oeuvres and purchase art during this free reception.
Tags: local events, things to do in cuyahoga falls
Posted By: Cuyahoga Valley Art Center
Event Details
October 26, 2019
Time: 10:00am - 2:00pm
Cuyahoga Valley Art Center
Cuyahoga Falls OH 44221
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204 N. Main St. Hudson
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76 West Ave., Tallmadge
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1245 Munroe Falls Ave. Cuyahoga Falls
4299 Kent Road Stow
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67 West Ave, Tallmadge
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204 N. Main St. Hudson
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76 West Ave., Tallmadge
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1245 Munroe Falls Ave. Cuyahoga Falls
4299 Kent Road Stow
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67 West Ave, Tallmadge
More About this Event Poster: Cuyahoga Valley Art Center
The mission of the Cuyahoga Valley Art Center is to promote active interest, involvement and strengthened appreciation of fine and applied arts within a supportive community for individuals of all ages. It fulfills its mission by being a resource for the arts community with a large gallery, extensive classes in a variety of media, workshops conducted by renowned artists, a variety of competitive exhibitions, and a friendly place for artists of all levels to develop.
Organization History
The Cuyahoga Valley Art Center was founded November 19, 1934 under the name of The Arts and Craft Club. The original meeting place was on Cook Street in Cuyahoga Falls, Ohio, where the first painting class was held. In 1936, we became the Falls Institute and had outgrown the Cook Street location. In March 1937, we relocated to the Apollo Building on the corner of Front Street and Portage Trail and in February 1939 relocated, again, to the Plum Building on Portage Trail.
In the 1940's, we were known as The Art and Study League, again relocating, to the Schoner Building, and changing our name several times. In 1945, the name was changed to the Falls Civic Art Center and in 1946 moved to North Front Street and changed names, once again, to the Falls Art Center.
In 1956, we incorporated and received non-profit 501(c)(3) status. Another move and name change came in 1959, moving to the second floor at 1886 Front Street and becoming the Cuyahoga Falls Art Center. At this time Patsy Sigler was elected as the first President. The center continued to grow and serve the artist community and the public.
In 1987, operating under our current name, Cuyahoga Valley Art Center, we purchased the building at 2131 Front Street in Cuyahoga Falls which continues to be our home today. For more than three decades, the Women's Auxiliary Board has provided essential financial support for the center.
In 2000, in response to the organization's growth and increased services to its members and the community, Cuyahoga Valley Art Center hired its first director, Linda Nye, who served in that position until 2015. Our current Director is Danielle Dieterich.
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Snow's finally falling in Manhattan, and I can already hear the ominous grind of plows on pavement outside the window of Jalopnik HQ. A reader showed us this DOT truck wielding plows akimbo-style, and it got me wondering what other interesting snow-movers you've seen in the wild.
Show us your plows!
Image: NYS DOT
Hat top to Jack Kelly!


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Alcohol and Drug Problems: Prevention
- Flavio F. Marsiglia, Flavio F. MarsigliaArizona State University
- David BecerraDavid BecerraArizona State University
- and Jaime M. BoothJaime M. BoothArizona State University
Prevention is a proactive science-based process that aims to strengthen existing protective factors and to diminish or eliminate other factors that put individuals, families, and communities at risk for substance abuse. Prevention is important because alcohol and drug abuse are a leading cause of morbidity, mortality, and health expenditures in the United States. Alcohol and other drug abuse is also associated with infectious diseases, chronic diseases, emergency room visits, newborn health problems, family violence, and auto fatalities. The comorbidity of drug and alcohol abuse with mental health disorders and HIV adds urgency to the development, evaluation, and implementation of comprehensive and effective prevention interventions. The social work profession plays a key role in substance abuse prevention, as it not only targets the use and abuse of alcohol and other drugs but also aims at reducing the related negative health and psychosocial outcomes and economic burden they produce on individuals and society at large.
Updated in this version
Prevention programs and information on substance abuse updated. Bibliography and citations expanded to reflect recent research.
Defining Prevention
The Center for Substance Abuse Prevention (CSAP) provides the following working definition of prevention:
Prevention is an anticipatory process that prepares and supports individuals and systems in the creation and reinforcement of healthy behaviors and lifestyles. Alcohol, tobacco and other drug problem prevention focuses on risk and protective factors associated with the use of these substances, concentrating on areas in which research and experience suggest that success in reducing abuse and addiction is most likely (Center for Substance Abuse Prevention, 2007).
This definition highlights effectiveness and notes that prevention efforts are conducted in different contexts and settings such as the family, social service agencies, schools, and communities at large. Since most people who use alcohol, tobacco, and other drugs start before the age of 20 (Skara & Sussman, 2003; SAMHSA, 2013), the bulk of prevention efforts takes place with children and youth in schools. These efforts aim at addressing alcohol and drug problems before they emerge or as youth start to experiment with substances in order to avert the onset of addiction and other negative health consequences. By delaying the initiation of substance use, substance use prevention is more cost effective than treating substance abuse once it has occurred. Studies have demonstrated that if prevention programs were implemented nationwide, every $1 invested would save an estimated $18 (or over $30 billion total) in savings in future social costs (medical care, treatment, lost work productivity) (Caulkins, Paula, Paddock, & Chiesa, 2002; Miller & Hendrie, 2008). Specific types of service vary, but evidence-based prevention interventions are generally designed to reduce risk factors and increase the influence of protective factors in order to prevent the initiation of substance use (SAMHSA, 2009). In addition, evidence-based prevention interventions rely on problem-solving skills, drug resistance strategies, and linking youth and their families to existing support services.
Alcohol and drug prevention grew out of the public health field and has a strong interdisciplinary tradition in which social work plays a very important part. Social work practitioners conducting prevention collaborate with a wide array of professionals and paraprofessionals. Social workers provide community-based alcohol and drug prevention services across the life span to those of diverse socioeconomic status, race and ethnicity, gender, sexual orientations, and ability status (NASW, 2000).
The temperance movement of the early 1800s can be considered one of the first organized prevention efforts. It began in response to dramatic increases in the production and consumption of alcoholic beverages. Regardless of its actual success, the movement established the foundation for the development of prohibition laws and to some degree was the preamble to the "abstinence only" prevention paradigm that inspires much of contemporary U.S. prevention policy (Mann, Hermann, & Heinz, 2000).
In the 1960s scare tactics became a popular prevention tool, later used by school-based programs such as Drug Abuse Resistance Education, known by the acronym DARE (Bikerland, Murphy-Graham, & Weiss, 2005). They relied on graphic and often exaggerated depictions of the consequences of alcohol and other drug use on the body and mind. The approach was found ineffective, as people did not change their behavior as a result of hearing such messages (Witte & Allen, 2000).
In the 1970s accurate information emerged in part as an attempt to address the shortcomings of scare tactics. These efforts were mostly atheoretical but were based on the idea that knowing the harmful consequences of alcohol and drugs will deter people from using regardless of their environmental conditions. However, providing detailed and accurate information about the consequences of using alcohol and other drugs was found to motivate some youth to experiment with drugs—or, in other words, selected members of the target population became educated consumers of drugs (Botvin, 2000; Flay, 2000).
The last two decades of the 20th century saw the emergence of a substance abuse prevention program labeled Life Skills Training, with an emphasis on the etiology of drug abuse or the behaviors that may lead to alcohol and drug use. Once behaviors are identified, alternative skills are taught in order to appropriately and competently resist drug offers (Botvin, 2000, 2002).
Interventions can take place at different levels, such as the individual, family, neighborhood, school, and larger society. The more levels the interventions target, or the more comprehensive the approach, the more promise it has to achieve effectiveness (Botvin & Griffin, 2002; Hawkins, Catalano, & Arthur, 2002). Effective prevention interventions are sensitive to social and cultural environments, integrate existing assets, and address unique contextual risks. Although they may differ in their specific content, effective prevention interventions tend to be grounded in ecological perspectives familiar to social workers (Botvin et al., 2000; Epstein, Griffin, & Botvin, 2001). In the 2000s, prevention programs built upon the research of the Life Skills Training program to develop models that accounted for social, cultural, and neighborhood environments and incorporated parents and peers into the prevention programs in order to increase the effectiveness of the intervention.
Related Theory
Ecological perspectives, and in particular risk and resiliency approaches, provide the appropriate theoretical foundation for prevention. The premise behind this theoretical approach is that there are factors or conditions that protect individuals against alcohol and drug abuse while other factors and contextual conditions may make them more vulnerable to alcohol and drug abuse (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2004).
Protective factors are individual or environmental assets or safeguards that increase or boost a person's ability to cope with stressful events or risky situations and help them to adapt and be competent in resisting those risks (Marsiglia, Nieri, & Stiffman, 2006). Risk factors on the other hand are individual or environmental vulnerabilities associated with a higher likelihood that a negative outcome will occur (Arthur, Hawkins, Pollard, Catalano, & Baglioni, 2002; Mrazek & Haggerty, 1994). Prevention programs work to strengthen protective factors and weaken or eliminate risk factors (Hawkins, Catalano, & Arthur, 2002).
Although there is an ongoing debate about what constitutes a protective or a risk factor, some commonly identified protective factors for alcohol and other drugs at different ecosystemic levels that are reinforced by prevention interventions are listed below (Hawkins et al., 2002).
Community protective factors: social cohesion, caring adults, shared norms, and ethnic or cultural identity.
Family protective factors: effective and horizontal parent-child communication, clear rules, consistent consequences, religiosity and spirituality, intergenerational shared fun time.
School protective factors: positive school climate, welcoming and caring environment, clear rules and expectations, academic excellence.
Individual and peer protective factors: high academic achievement, involvement in extracurricular activities, problem-solving and critical thinking skills, adult role models, antidrug norms.
Risk factors are individual or environmental vulnerabilities that are associated with a higher probability that an undesired or negative outcome will occur (Arthur et al., 2002; Mrazek & Haggerty, 1994). Selected risk factors commonly targeted by prevention interventions are as follows (Arthur et al., 2002; Hawkins et al., 2002):
Community risk factors: social disorganization, low neighborhood attachment, easy access to alcohol, tobacco, and other drugs.
Family risk factors: lack of communication or poor communication, lack of parental monitoring, lack of or inconsistent rules and expectations, family history of addiction.
School risk factors: low or inconsistent academic standards and support, lack of discipline and chaotic environment, unclear policies regarding alcohol and other drugs.
Individual and peer risk factors: antisocial behaviors, sensation seeking, peer and individual pro-drug norms, susceptibility to peer influence, acculturation stress, low school achievement, and young age of initiation (Marsiglia et al., 2012; Sobeck et al., 2000).
The Role of Biology
Although environmental variables play a key role in the availability of alcohol and other drugs and their consumption, biological vulnerabilities also appear to have some explanatory power in the etiology of drug use (De Bellis et al., 2000). Some youth drink in excess from an early age and using in excess leads them more rapidly to addiction. Brain research has shown that adolescents and children are more vulnerable to addiction than are adults because their brains are not yet fully developed and lack the same ability to control use as a fully developed adult brain (De Bellis et al., 2000).
Translational neuroscience research has identified the prefrontal cortex and ventral striatum as key areas of the brain related to impulsivity and motivational stimuli such as using or not using alcohol and other drugs (Chambers, Taylor, & Potenza, 2003). The neurotransmitter dopamine has been identified as a key player in these processes. Dopamine acts as a chemical messenger that affects the brain processes that control movement, emotional response, and the capacity to feel pleasure and pain. It is active in the frontal lobe and regulates the flow of information coming in from other areas of the brain. A shortage of, or problems with the flow of, dopamine can cause a person to lose the ability to think rationally while a sudden increase in dopamine may increase risk-taking. Neurodevelopmental changes during adolescence may lead to a sudden increase in dopamine, which can make adolescents more vulnerable to addiction (Greydanus & Patel, 2005).
This type of neurological research has provided more evidence about the importance of accounting for the biological aspects of drug use in combination with psychosocial factors. These findings are being integrated into different treatment modalities but much remains to be done to integrate them into prevention interventions with adolescents and preadolescents.
Best Practices
There is no consensus in the field about best practices, but some agreement has emerged about what not to do (Flay, 2000). For example, using scare tactics to convey prevention messages and using large school assemblies to deliver the prevention message have been found to be mostly ineffective. On the other hand, best practices tend to provide content on social influences and normative education, develop social skills, provide information on perceived harm, target protective factors, and teach refusal skills or strategies (Kulis et al., 2005). Interactive techniques have been identified as the preferred delivery modality because this approach is more conducive to behavioral and attitudinal changes than are lectures. The use of small group discussions and activities, role plays, the Socratic Method, hands-on projects, videos and stories portraying real life situations, as well as other techniques that facilitate self-reflection and participants' active involvement are also part of effective interventions that deliver desired prevention outcomes (Holleran, Dustman, Reeves, & Marsiglia, 2002). The addition of parenting components to primarily school-based prevention interventions has been shown to provide additional benefits (Pantin et al., 2009). Parenting programs typically include skills training that target communication, parenting strategies, and encourage the reinforcement of anti-drug norms in the home (Marsiglia et al., 2013; Williams et al., 2012).
If children and youths' drug use behaviors are assessed along a continuum, the majority would be at the nonuse end and a small minority would be somewhere between experimenting, heavy use, and the addiction end of the continuum. Existing epidemiological data continue to challenge professionals and policymakers with the question of where to place limited resources? Should the priority be on nonusers who may benefit the most from primary prevention, or should it be on prevention efforts that also reach higher risk youth or youth who are already experimenting? Primary prevention interventions are designed to enhance protective factors of all students in order to keep problems from emerging. Secondary prevention interventions are designed to reverse the harm from exposure to known risk factors for a selected group of students. Tertiary prevention interventions are designed to reduce instead of reverse harm among a select group of students who are most at risk (Walker & Shinn, 2002).
The Institute of Medicine's framework for disease prevention has been broadly adopted in the substance abuse field as a guide in determining when and with whom to intervene. The framework expands on the primary, secondary, and tertiary categories and offers three basic classifications of interventions based on the kind of population they target (Institute of Medicine, 1994; Offord, 2000).
Universal prevention targets all individuals regardless of their level of risk. Prevention in this case aims at deterring or delaying the onset of substance use: for example, addressing all seventh graders in a classroom, without tailoring the message to those at different levels of risk. Interventions using this kind of strategy combined with a zero tolerance or abstinence messages may come across as naïve and too basic for youth who are already experimenting.
Selective prevention targets those at risk for substance abuse because of their membership in a subgroup of the population that is known to be vulnerable. For example, selective prevention strategies have been designed for dropouts, children of adult alcoholics, or victims of family violence. Although not all individuals identified as part of a selective group may be at risk with a presumption of alcohol or drug use or abuse, they receive the intervention because of their group membership. This approach risks alienating or inappropriately labeling some individuals.
Indicated prevention targets those already using or engaged in behaviors known to lead to drug use. These individuals do not meet criteria for addiction but show early signs such as using gateway drugs (tobacco, alcohol) and underperforming in school. These interventions aim at cessation or reducing the severity of use. Indicated interventions tend to focus more on the individual and less on community variables than the other two classifications. Sometimes there is no clear distinction between indicated prevention and treatment, which can lead to overemphasizing the risk factors over the protective factors needed for success.
Although the IOM classification system is useful, the boundaries between the three classifications may not be clear. For example, a model universal prevention program implemented in middle schools was found to have a significant effect on the reduction and discontinuation of use of high numbers of participants who were already experimenting with alcohol and other drugs at the time of their participation (Kulis, Yabiku, Marsiglia, Nieri, & Crossman, 2007). It was also found that the addition of a small group component designed for youth at elevated risk of substance use provided additional benefit to the universal prevention intervention, combining primary and secondary prevention strategies (Marsiglia et al., 2012).
A rich array of universal, selective, and indicated interventions have been developed, "manualized," and tested since the mid-1980s. The Substance Abuse and Mental Health Services Administration (SAMHSA) National Registry of Evidence-Based Programs and Practices (http://nrepp.samhsa.gov/) provides a comprehensive list of evidence-based prevention interventions. These model programs are very diverse but tend to provide content on normative education, social skills, social influences, perceived harm, protective factors, and refusal skills.
Ethical Issues
Substance abuse prevention shares many of the same ethical dilemmas as alcohol and other drug treatment. Confidentiality is paramount, but since most prevention interventions target youth, confidentiality could present an ethical dilemma. Children and youth participating in a prevention intervention often disclose to the social worker or other preventionist their activities or situations they experience at home. If the students are minors and make known that they are engaging in an unlawful behavior, such as purchasing and consuming alcohol and other drugs, the social worker or preventionist has an ethical obligation to follow school or agency policy about addressing the behavior. The same procedures need to be applied if minors report drug use by their parents or other adults that may be associated with child abuse or neglect. Although law enforcement is meant to deter the illegal or dangerous behavior of parents, their involvement may also negatively affect the child. Involving law enforcement is often necessary to ensure the safety of a child, such as when reporting a parent or other adult for providing alcohol or drugs to a minor or because the parents abuse drugs, but reporting it to the police may lead to the arrest of the parents or the removal of the child from the parents' home.
On the other hand, social workers conducting research must ensure confidentiality in order to protect the participants. The participants must feel comfortable and confident that their responses will not be associated with their names when the results of the study are reported. Therefore, as interventions are evaluated, strict confidentiality needs to be assured in order to attain reliable data from the participants. The use of unique identifiers instead of any personal identifiers is recommended.
Challenges and Dilemmas
Although studies have shown prevention programs to be efficacious, each community has its own unique demographics, strengths, and challenges, and implementing or adapting an identified model program, while maintaining fidelity, may be difficult (Kulis et al., 2007). Social workers, educators, and researchers also need to increase their effectiveness in promoting proven programs and convincing policymakers to adopt policies and provide funding for implementation of programs.
Cultural, Racial, Ethnic, and Other Populations
Alcohol use rates vary among racial, ethnic, and cultural groups. Within each group there are also differences in consumption based on gender, sexual orientation, and socioeconomic status. Studies indicate, for instance, that Latino gay males are less likely than Whites to use methamphetamines or cocaine (Colfax et al., 2005), but they report higher rates of alcohol use than do heterosexual Latinos (Tori, 1989). African American lesbians report higher rates of alcohol use than do heterosexual African American women (Hughes & Eliason, 2002). "Culturally neutral" prevention has been questioned, as it does not allow for an integration of unique characteristics, including assets, coming from culture of origin (Marsiglia, 2002). Adaptation of standard prevention intervention to serve the needs of members of ethnic minority groups has also been challenged.
There is a movement to recognize multiple factors as part of the clients' holistic experience, and as such, prevention aims at reaching the clients at the intersection of these factors (Kulis et al., 2007). From this perspective, prevention programs recognize the unique needs and strengths of each diverse population and ensure that programs provide culturally competent and effective services (Resnicow, Soler, Braithwaite, Ahluwalia, & Butler, 2000; Sale et al., 2005).
Cultural adaptations of effective prevention programs range from minor to major adaptations of the interventions in order to tailor the prevention program to a cultural group which differs from the group for which the intervention was originally designed. While cultural adaptations may be helpful in certain situations, a more effective and authentic strategy is to develop culturally grounded or culturally specific interventions. These interventions are designed with the language, culture, values, beliefs, behaviors, and norms of the population the prevention program is intended to serve (Okamoto et al., 2014). Culturally grounded or culturally specific interventions are being developed and evaluated by social workers in order to better integrate cultural strengths as part of the design of the intervention and not as an afterthought (Marsiglia et al., 2013; Marsiglia, Kulis, Wagstaff, Elek, & Dran, 2005; Okamoto et al., 2014).
Substance use in rural areas has increasingly become a concern. Poverty combined with an influx of drugs from drug dealers searching for new markets, and the lack of resources, has created a high-risk environment for rural youth. Youth in rural areas are more likely to binge drink than youth in urban areas. Easy-to-manufacture drugs such as methamphetamines have become prevalent in rural communities (Clay, 2007). Unfortunately, not only are there limited resources for prevention programs in rural communities, but prevention programs are not being developed to account for the geography, lifestyle, and culture of rural communities. Social work researchers can take the lead in developing much-needed substance abuse prevention programs to address the unique needs of rural communities.
Social Justice
Compared with Whites, people of color are more likely to have low incomes, and low-income communities are disproportionally affected by alcohol and other drug use (Resnicow et al., 2000). Children residing in low-income communities are at a greater risk for consuming alcohol and other drugs (Arthur & Blitz, 2000). Poor living conditions, violence at home or in the community, high dropout rates, and the availability and accessibility of drugs and alcohol must be addressed comprehensively. Ethnic minority youth tend to have less access to evidence-based prevention interventions (Backinger, Fagan, Matthews, & Grana, 2003). Prevention programs must assess the strengths and assets as well as the vulnerabilities of communities in order to build more positive environments.
International Connections
Substance abuse is a global problem. Worldwide, alcohol use accounts for 2.5 million death annually and is the leading risk factor for men ages 15 to 59 (WHO, 2011). In Europe, alcohol-related deaths account for 36% of all deaths among males 15 to 29 years of age (WHO, 2011). Although men in developed countries continue to use alcohol at the highest rates worldwide, alcohol use in developing countries and among women is on the rise (Malbergier, Cardoso, do Amaral, & Santos, 2012). In response to the global health need, prevention programs originating in one country are being utilized in other countries, and prevention researchers are actively collaborating in developing and adapting effective programs. Social work researchers are participating in the design and implementation of international prevention adaptation trials and in multisite international prevention interventions through randomized trials and pilot exploratory studies (Marsiglia et al., 2013; Marsiglia, Kulis, Martínez-Rodríguez, Becerra, & Castillo, 2009).
Roles and Implications for Social Work
Social workers provide essential preventive services to diverse communities at the micro, mezzo, and macro levels. They are often responsible for developing as well as implementing prevention programs in schools and other community settings and evaluating their effectiveness. A prevention program cannot be developed or implemented without funding, and to secure funding from federal, state, county, and municipal levels, prevention programs must often be selected from an evidence-based list such as SAMHSA's National Registry of Evidence-Based Programs and Practices. Social workers must therefore utilize existing research or conduct new research in order to secure funding for programs that would best meet the needs of the communities or individuals they work with. The connection that social workers have to the community allows for research on substance abuse and prevention to be more culturally grounded, relevant, and applicable to the communities they work with (Kulis et al., 2005; Parsai et al., 2011). As a result, social workers are valued members of the community and are able to develop collaborations with educators, representatives of community-based organizations, and community members at large in order to provide not only alcohol and other drug prevention programs, but also the most effective and efficient services possible to address a variety of social and behavioral health issues.
In clinical settings social workers have unique opportunities to conduct alcohol and drug prevention by including key screening questions with all clients regardless of their age or other demographics. As a result of the high comorbidity of substance abuse with other behavioral and mental health conditions, social workers play a significant role in early detection and prevention regardless of the presenting problem. Including a few validated screening items in the intake form can assist practitioners with this integration (Brown, Leonard, Saunders, & Papasouliotis, 2001) by triggering a conversation and making an appropriate referral when necessary. Social workers are uniquely positioned to intervene throughout the prevention-to-treatment continuum as they practice in different fields and use different practice modalities. Not only do social workers provide services in the community, but they are mandated by the NASW Code of Ethics to promote social justice and advocate for social change on behalf of clients (NASW, 2008). As a result, social workers also play key roles in advocating for social policies and developing substance use and prevention programs that are evidence-based and meet the needs of diverse populations (NASW, 2008). The combination of research, clinical, community organization, and social advocacy skills allows social work professionals to be effective at working with individuals, groups, or communities to promote positive outcomes.
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