Recently, I've been involved in one of the more "controversial" threads
here in TIPS
While I don't apologize for the views I've expressed--those are honest
and represent my beliefs--as most people here in the list know, I seldom
become either heated or abrupt in my responses. I normally tend to present
my views (I hope) with a great deal more concern for the feelings of those
I am discussing the issues with than has been the case recently.
It isn't an excuse--nor is it meant to serve as one--but I do feel the
group has a right to know why I have been reacting this strongly. For the
past five months (and for the next seven, unfortunately <sigh>) I have
been (and will be) on a form of chemo-therapy (a combination of Ribavirin
and Interferon) for a viral infection (Hepatitis-c, if it matters) that I
received as a result of transfusions in Vietnam. The combination has a
number of undesirable side effects, but the ones that are relevant here
are an extreme elevation in irritability (Ribavirin, among other effects,
causes drug induced clinical depression) and what is commonly called
"brainfog" in the Hepatitis-c community--basically, a lack of mental
clarity and short-term memory, not too dissimilar to Alzheimer). The
combination (as well as other effects) tends to lead to posts that are not
as focused, that are somewhat repetitive, and that are far more abrupt and
aggressive than is normally the case. It becomes particularly apparent in
longer posts in response to a "debate" in which the beginning may start
mildly, but obvious irritation and lack of "gentleness" may prevail by the
end of the post.
I do try to compensate for the effects--but sometimes the compensation is
less effective than others. If anyone has been adversely affected by my
posts (in the Michael Sylvester inspired threads), I apologize--it was not
my intention to cause such an effect.
Bringing this to an on-topic post, I've learned that the concept of
"brainfog" is one that can be used in the classroom to illustrate the
relationship between seemingly unrelated organs and the brain. As most
members are aware (hopefully--Hepatitis c is the least accurately
understood disease in the US, despite being a life-threatening condition
affecting some 4,000,000 Americans), hepatitis-c attacks the liver (and
the heart, btw, something less commonly known) and the drugs used to treat
it are not psychoactive (although for $1,800/mo they _should_ be! :). Yet,
the effects of the disorder--and it's therapy--on the brain are
pronounced.
I use the fact that I have hep-c effectively as a teaching tool in both
psychology and sociology classes, both to show the interdependence of
various organs and to demonstrate the effect of the media on our knowledge
and understanding of major issues (over 95% of my students arrive
believing it is a sexually transmitted disease [it isn't], that the
primary victims are IV drug users [they are actually transfusion victims,
in particular Vietnam vets, women who have had caesarian deliveries, and
health care providers who were infected by needle pricks, followed by
individuals who have had tattoos or piercing done and, of course, IV drug
users], and that the disorder has no effect on the cognitive facilities or
moods of the individual). Needless to say, it would be extremely helpful
to have some other, better known, analogies to use in the classroom that
demonstrate similar seemingly non-related physical/cognitive links. And,
of course, it would be equally helpful to have a more precise definition
of "brainfog" to use with students (I tend to indicate that my brainfog
has benefits for the class and drawbacks: A benefit is that it causes me
to be the original "absent minded professor" and thus there's always the
chance that I will forget to administer a pop quiz or test [hasn't
happened yet :)]; the drawback is that I'm likely to be angered more
easily by poorly researched writing and to grade it accordingly. ;). It's
always interesting to see how many students are optimists (see the
benefits) and how many are pessimists (see the drawbacks). Obviously,
neither actually occurs, but it _does_ bring home the point.
This has, of course, wandered from the original topic a bit (blame my
brainfog :), but I do want to repeat the fact that if my responses have
upset or offended anyone, that was not their intention. I believe in what
I said, but there may well have been more compassionate ways of saying it.
Rick
--
Rick Adams
[EMAIL PROTECTED]
Department of Social Sciences
Jackson Community College, Jackson, MI
"... and the only measure of your worth and your deeds
will be the love you leave behind when you're gone."
Fred Small, J.D., "Everything Possible"
