American Public Health Association reported >3.2 million students in the United States are bullied each year; 160 000 students skip school every day for fear of bullying. Little is known about whether bullying affects health-related quality of life (HRQOL) among college students.

Different types of bullying experiences affected different domains of HRQOL. Precollege bullying had long-term effects on HRQOL. Verbal/relational bullying-victimization experiences, mediated via depression, affected psychological HRQOL. Findings inform preventive and clinical practice to ameliorate the impact of bullying. (Read the full article)

Asthma is heterogeneous and 40% to 70% of patients fail to achieve control with current treatment strategies. To delineate relevant subphenotypes of asthma, identify key factors, and test novel interventions, comprehensive repositories linking clinical, environmental, and biologic data are required.

This is the first statewide repository for inpatient pediatric asthma. The data collected will better define asthma phenotypes, identify care practices associated with the best health outcomes, and inform personalized care plans to reduce reutilization and readmission for pediatric asthma. (Read the full article)

Collaborative care is known to be an effective system to manage child behavioral health conditions in the primary care setting.

Among urban children with attention-deficit/hyperactivity disorder, using lay care managers to address barriers to engagement with care and challenging child behaviors has the potential to improve the effectiveness of conventional collaborative care. (Read the full article)

Fifteen graduating seniors from the College of Engineering have been selected to serve as student marshals for Penn State’s spring commencement ceremony, to be held virtually on May 9.

All posts from the past seven years on race & gender challenges - in one place!

All Classroom Q&A posts on race and gender challenges from the past eight years are described and linked to in this compilation post.

Anna-Maree Manciet is one of the estimated 164 million adult gamers. But for the Pennsylvania College of Technology alum, gaming is much more than entertainment. It’s a source of goodwill, both for herself and countless others. Since graduating from Penn College in 2013, Manciet’s video game prowess has led to personal healing, a thriving career and nearly $88,000 raised for St. Jude Children’s Research Hospital in Memphis, Tennessee.

Pennsylvania College of Technology will expose high schoolers to the rewarding possibilities of manufacturing careers, thanks to a grant-supported initiative. The college will host the Thingamajig Fabricators Pre-College Program from July 19-23 on its main campus. Students entering grades 9-12 are eligible for the session, featuring hands-on experience with 3D-design software, mills and lathes, and welding.

Twenty-two students recently graduated from Penn College at Wellsboro’s practical nursing program, the first to fulfill their requirements at a facility dedicated in May.

The National Sustainable Structures Center of Pennsylvania College of Technology, the mid-Atlantic administrator of the Building Operator Certification, will offer two BOC Level I courses at a 75% discount made possible by a grant from the Pennsylvania Department of Environmental Protection.

Pennsylvania College of Technology’s National Sustainable Structures Center is adding a training site in Westmoreland County to enhance delivery of building science and energy efficiency training for the U.S. Department of Energy’s Weatherization Assistance Program.

Chemistry major Sojung Kim and microbiology major Cuyler Luck will represent the Eberly College of Science as student marshals during Penn State’s virtual spring commencement ceremonies on Saturday, May 9.

Penn State and the Palmer Museum of Art mourn the loss of dear friend, generous donor, and loyal champion John P. Driscoll, who died from complications due to COVID-19 on Friday, April 10. Driscoll, owner of Driscoll Babcock Galleries in New York, was a longtime friend and supporter of the Palmer Museum and will be remembered for his role as a leader, gracious mentor and trusted adviser, as well as for the expansive gifts he made to the collection and to his alma mater, Penn State.

Penn State’s College of Agricultural Sciences is staying connected to alumni during the COVID-19 pandemic by moving its monthly Alumni Society board meetings and other alumni activities online.

Carbapenem pharmacokinetic profiles are significantly changed in critically ill patients because of the drastic variability of the patients' physiological parameters. Published population PK studies have mainly focused on specific diseases and the majority of these studies had small sample sizes. The aim of this study was to develop a population PK model of imipenem in critically ill patients that estimated the influence of various clinical and biological covariates and the use of Extracorporeal Membrane Oxygenation (ECMO) and Continuous Renal Replacement Therapy (CRRT). A two-compartment population PK model with Creatinine clearance (CrCL), body weight (WT), and ECMO as fixed effects was developed using the non-linear mixed effect model (NONMEM). A Monte Carlo simulation was performed to evaluate various dosing schemes and different levels of covariates based on the pharmacokinetic/pharmacodynamic index (f%T>MIC) for the range of clinically relevant minimum inhibitory concentrations(MICs). The results showed that there may be insufficient drug use in the clinical routine drug dose regimen, and 750mg Q6h could achieve a higher treatment success rate. The blood concentrations of imipenem in ECMO patients were lower than that of non-ECMO patients, therefore dosage may need to be increased. The dosage may need adjustment for patients with CrCL ≤ 70ml/min, but dose should be lowered carefully to avoid the insufficient drug exposure. Dose adjustment is not necessary for patients within the WT ranging from 50-80 kg. Due to the large variation in PK profile of imipenem in critically ill patients, TDM should be carried out to optimize drug regimens.

Emilee Yaeger, an undergraduate student in the Science BS/MBA accelerated joint degree program, has been selected as the recipient of the 2019 Eberly College of Science Cooperative Education Student of the Year Award. The award recognizes the student’s academic achievements and contributions to the participating employer, the University, the community, and the field of cooperative education.

To assess public perceptions about COVID-19 and identify populations whose behaviors put them at risk of infection, researchers at Penn State have released an online survey for the general public.

An unusual program in Cincinnati provides academic coaches to help high school players meet eligibility requirements to stay in the game.

After a successful pilot, a professional development program is looking to expand its lesson-study approach to rural teachers.

Jeffrey D. Horbar
Jan 1, 2001; 107:14-22
ARTICLES

Teacher-preparation programs need to better prepare teachers, and especially white teachers, to serve students and communities of colors more effectively, the report says.

Student-teachers are grappling with uncertainty over housing, graduation requirements, and their ability to meet requirements for the edTPA licensing test.

All Classroom Q&A posts offering advice on Science Instruction (from the past eight years!) are described and linked to in this compilation post.

Penn State’s Collegiate Cyber Defense Competition (CCDC) team reached new heights earlier this month when they participated in the regional finals of the Mid-Atlantic Collegiate Cyber Defense Competition for the first time.

The experiences that Chris Eggerman, a 2017 graduate, had while at Penn State gave him a glimpse of the challenges and rewards he would enjoy in a career, and, paired with his education in the College of Information Sciences and Technology, equipped him with the skills he uses in his current profession as a security adviser at Liberty Mutual.

The College of Information Sciences and Technology will honor two graduates as student marshals at spring 2020 commencement. Genesis DuBon (information sciences and technology, security and risk analysis) will represent the college as student marshal, and Brett Sigoda (information sciences and technology) will serve as ROTC student marshal during the virtual commencement ceremony on May 9.

The Early College Program at Penn State Fayette, The Eberly Campus offers high school juniors and seniors the opportunity to complete college credits at a fifty percent tuition adjustment and earn scholarships. A virtual information session will be offered on Thursday, April 30 at 6:00 p.m. for interested students and families.

Six accomplished seniors will celebrate the culmination of their collegiate involvement and success by representing the Donald P. Bellisario College of Communications as student marshals for the Class of 2020.

Bellisario College internship office seeks to bolster its offerings with feedback from alumni and friends, as well as some creative approaches.

Penn State alumnus and author Paul Levine's latest novel, "Cheater's Game," focuses on the college admissions scandal.

The spring season at Penn State College of Medicine is packed full of research presentations, awards and ceremonies. Since experts cannot predict when social distancing guidelines will be relaxed, College of Medicine leaders plan on celebrating many of these springtime celebrations virtually — including commencement.

Allegations that some students lied about having disabilities so they could get special accommodations on college entrance exams have the disabilities community worried about a backlash.

As the coronavirus pandemic continues to impact communities throughout Pennsylvania, Penn State staff members are fighting food insecurity by donating to food banks and organizations across the state.

Students, staff and faculty members from Penn State's College of Education share recent research and career achievements.

Keep up with information about various happenings at Penn State, including study volunteer requests, activities and other opportunities.

The Alumni Spotlight is a monthly feature in Bridges, highlighting College of Education alumni who are making a difference in the lives of the people around them. This edition features Rob Longwell-Grice, who draws upon personal experience to help students who are also the first in their families to pursue a college degree.

An OMer encounters a French woman who converted to Islam but misunderstands both Islam and the Christian faith.

By Sr. Joan L. Roccasalvo, C.S.J.

In a week or two, freshmen from around the country will begin their college education. The first year, the most important of the four, is meant to build a strong academic foundation for the remaining three years and even beyond.  

Freshmen year often awakens in the student a love for learning. In college, self-identity is chiseled out, attitudes and values mature, friendships and new loves, discovered. The halls of university academe can be an exciting place to hope and dream about one’s future.

Attending college is both a privilege and responsibility.  Here the phrase, noblesse oblige applies (literally, nobility obliges): Those who have received much are expected to share their gifts with others to make society a better place in which to live. 

Seeking a Liberal Arts Education

Colleges typically organize their curriculum around their mission statement. An institution of higher learning worthy of its name offers a core curriculum, also known as the humanities or liberal arts.  Some have general requirements.

The humanities offer a splendid array of disciplines, and one of them will be chosen as the focus of students’ special attention in junior and senior year.  Courses include: foreign language(s), linguistics and literature, philosophy, theology/religious studies, social sciences, the refining arts—music and art. 

The liberal arts develop the student as an intellectually rounded person exposing students to disciplines that broaden their horizons and add meaning to life.  It has been said that a specialist without a liberal arts background is only half a person.

Importance of the Humanities

Did you know that two-thirds of humanities majors find satisfying positions in the private sector?  If the college one attends does not require the humanities, here are eight benefits for choosing them on one’s own:

They help us understand others through their languages, histories, and cultures. They foster social justice and equality. They reveal how people have tried to make moral, spiritual, and intellectual sense of the world. The humanities teach empathy. They teach us to deal critically and logically with subjective, complex, and imperfect information. They teach us to weigh evidence skeptically and consider more than one side of every question. Humanities students build skills in writing and critical reading. They encourage us to think creatively.   They develop informed and critical citizens.  Without the humanities, democracy could not flourish. (Curt Rice, “Here are 9 reasons why humanities matter. What’s your number 10?”) Listening to the Parents

 Before the 1990s, most parents were satisfied with the college education of their sons and daughters who had graduated with more than a passing knowledge about great ideas and universal questions. 

In recent years however, an increasing number of parents have expressed dissatisfaction: “I spent $100,000.00 for my daughter’s (my son’s) education at a four-year private college.  She graduated with a degree in Peace Studies.  She has no job.” 

Content of subject matter and intolerance of diverse opinions are two major concerns.

Content of Subject Matter

Too many colleges have abandoned required courses—no foreign language, no language arts. 

What great literature and poetry are students studying?  A prevailing attitude sees the Great Books Tradition as little more than the political opinions of dominant groups. 

What of philosophy and religious studies? Why aren’t students exposed to the ancient philosophers who wrestled with perennial questions:  Who am I? What am I doing, and why am I doing it? What is the purpose of my life? Few colleges offer a course in world religions.

As for history and American government, they’re bunk. War after war—it’s all an inventory of political grievances; our American government is composed of corrupt politicians. 

And what of art and music history?  Bach, Haydn, Mozart, Beethoven, Leonardo Da Vinci, Michelangelo, Bernini?  Are they the preserve of dead white males, a phrase used by collegiates?  Is the answer offering the “gutter phenomenon” of Rock, Rap, or Hip-Hop which use orgiastic and foul language and offering shock art like the photograph, “Piss Christ,” by Andres Serrano?  A few years ago, why did Syracuse University offer a course called “Hip-Hop Eshu: Queen B*tch 101?” To exalt Lil’ Kim? 

Parents are willing to spend generously on education that expands the mind with a classic education but not for studies whose content is without purpose.  Why should they squander hard-earned dollars on a core curriculum that is a sham or on courses that entertain pubescent students with a degraded popular culture? Such institutions are caricatures of what used to be referred to as higher education.

Liberal Intolerance

Until the 1990s, the phrase: "I disapprove of what you say, but I will defend to the death your right to say it" was operative on college campuses.  Today, those who speak what is opposed to the majority must refrain from giving their opinions that are open to critical and healthy discussion.

In former days, institutions required students to challenge each other to think clearly and logically about a topic.  In class, the Socratic methodology was employed to insure that students’ views could be articulated without reprisal.  In Jesuit education for example, students are required to argue both sides of an issue, including those topics that are abhorrent to defend or condemn.  

To give one example, if a person holds to what he or she considers a good action, does intention alone make for a moral act?  As students work their pros and cons, eventually someone will cite Hitler whose good intention was to exalt the German people beyond all others.  However, he ostracized German Jews whom he derided as polluting the German race.  This view led to the barbaric means he took to achieve his end—their annihilation.  The conclusion to the discussion? The immoral end does not justify a moral means or intention. The intention and the end must together be moral acts.

Since the 1990s, intellectual diversity has gradually muffled honest debate.

A Confession of Liberal Intolerance

Recently, the liberal columnist, Nicholas Kristoff, published two essays in the New York Times on the present status of liberal thinking in this country: Nicholas Kristoff’s “Confession of Liberal Intolerance” and “The Liberal Blind Spot.” Some of his observations apply to what unsuspecting freshmen might find on certain campuses with varying degrees of intensity. Increasing numbers of liberal professors and students pride themselves on their diversity and their tolerance of diversity—diversity of various minority groups but not of conservatives—Evangelical Christians, and practicing Catholics.  Kristoff calls this “liberal arrogance”—“the implication that these groups don’t have anything significant to add to the discussion.”

The unwritten motto may be: “We welcome people who don’t look like us, as long as they think like us.” Or, “I disapprove of what you say, so shut up.” Or I close my mind to what you may want to say because it’s not worthwhile saying, in my view. Thus we hear: “We’re tolerant. You are entitled to your truth, but keep it to yourself.  And don’t force it on me.”

What Is Truth?  

Alan Bloom, the author of The Closing of the American Mind, made the argument in the 1980s that American youth are increasingly raised to believe that every belief is merely the expression of an opinion or preference.  They are raised to be “cultural relativists” with the default attitude of “non-judgmentalism” (Patrick Deneen, “Who Closed the American Mind?”).

Parents object: “My son, my daughter entered college with a moral compass with a belief that there is such a thing as objective truth.  But in my son’s college, only the relativity of truth and the absolutism of relativity are taught across the board.  Thus, there is no longer any possibility of objective truth.”

The Crisis of Higher Education

We are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  College costs are escalating, while too many colleges and universities without a core curriculum or without any substantive requirements are failing this generation. Western civilization, the human culmination of centuries of learning is pummeled by a pop culture.  Too many academic leaders fail to uphold the purpose of teaching Western civilization.  Academic leaders don’t believe that the humanities have any fundamental influence on their students.  There are no shared values. The result?  The advent of identity courses: Feminist studies, African-American, Latino, LGBT studies.  As long as everyone is tolerant of everyone’s classes, no one can get hurt. 

Yet not all institutions of higher learning fit this description. Many non-sectarian and private colleges offer a structured curriculum or a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations.

The authors of Academically Adrift, the most devastating book on higher education since Alan Bloom’s book, The Closing of the American Mind, found that nearly half of undergraduates show no measurable improvement in knowledge or “critical thinking” after two years of college. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.

Freshmen entering college today should be aware of the crisis of liberal education which is in conflict and incompatible with the traditional aspirations of the liberal arts.

Advice to Freshmen

Choose your friends wisely. Confide in a very few. Find a small group of friends who are serious about studies and who know how to balance work with play.  Form or join a reading group. Establish healthy eating and sleeping habits. Don’t pull all-nighters. Don’t go out on the week nights.  Study for about 50 minutes.  Take a ten-minute break.  Then return to study. Repeat.  Make a habit of this process—study, break, study. If you put your energies into academics, you will be handsomely rewarded later on. Don’t get behind in your assignments.  Make certain that you are up-to-date on all of them.  In the case of writing papers, get started on your research as soon as the assignment is given.  Work a little on the research every day. Keep a dictionary and thesaurus at hand at all times. Make it a habit of looking up the meaning of words.  Words are power and the right word is a sign of right thinking. Be your own leader.  Do not follow the crowd if you sense they engage in actions contrary to your beliefs.  For example:  doing drugs or binge drinking. Be reflective.  Reflection means going below the surface of an experience, an idea, a purpose, or a spontaneous reaction to discover its meaning to you.   Find an older mentor, not necessarily a professor, but someone whom you have observed has wisdom and common sense.  Place your confidence in this person as your unofficial adviser. Remember:  Your college life is an open book.  Whatever you do or avoid doing becomes common knowledge—quickly.     Every College Has its Own Soul

Every college builds its own identity, its own reputation. Some colleges are known for the seriousness with which they pursue academics.  Some are known as “party” schools.  Still others are best known for their sports prowess.

According to John Henry Newman, the ideal university is comprised of a community of scholars and thinkers, engaging in intellectual pursuits as an end in itself.  Only secondarily, does it have a practical purpose, for example, finding a job.  Today, most people would scoff at this assertion.  For them, today’s goal of education is to find a job.   The facts however don’t lie.  Those with intellectual pursuits as an end are the most likely to secure the best positions. 

A university is a place where one looks out toward everyone and everything … without boundaries.  A university is a place where one discovers and studies truth. A person of faith holds sacred this belief.

According to Newman, knowledge alone cannot improve the student; only God is the source of all truth; only God can impart truth. Today, this notion alienates students at secular colleges and universities.  

By Sr. Joan L. Roccasalvo, C.S.J.

Matteo Ricci College (MRC) is one of eight schools and colleges that form part of Seattle University, a Catholic institution conducted by the Society of Jesus. 

With the Humanities as its core, MRC offers three degrees: a Bachelor of Arts in Humanities (BAH), a Bachelor of Arts in Humanities for Leadership (BAHL), and a Bachelor of Arts in Humanities for Teaching (BAHT). 

Mission of MRC

MRC educates teachers and leaders for a just and humane world. The study of Western culture is the surest place to begin. Pseudo-educators claim it’s a waste of time.   Yet, the facts don’t lie.  We are the beneficiaries of Greco-Roman culture preserved, reinterpreted, and handed down through the Catholic Church’s medieval monastic tradition and continued through the Italian Renaissance. To be human is to be in a story, and to forget one's story leaves a person without a present identity, without a past and without a future.  At MRC, cultural history is taught so that students can draw moral lessons from it.  Those who don’t learn from these lessons are condemned to repeat and relive them.    

With the small class size at MRC, professors can take a personal interest in each student.  In this environment conducive to learning, a close collaboration between student and professor is pursued.   This encourages greater participation in class. Shouldn’t MRC be the envy of most serious students?  You would think so. 

What’s in a Name? 

MRC is named after the 16th - century Jesuit priest Matteo Ricci (1552-1610) who spent his adult life as an educator and missionary in China.  At that time, the doors of the Chinese empire were closed to foreigners from the West.   It was Ricci who brought Western civilization to China, and Chinese literati reciprocated by sharing with him their ancient and venerable culture.  For him, inculturation was a reality centuries before the term was invented. He founded the modern Chinese Catholic Church.  

Ricci astonished the Chinese because he loved them. An authority on so many subjects and disciplines—mathematics, astronomy, apologetics, literature, popular catechesis, poetry, art and music—he brought this treasury of gifts to his mission. His intellectual gifts were prodigious: a photographic memory, linguistic ability to speak flawless Chinese, ingenuity to write maps, assemble clocks, read the stars.  As if this weren’t enough, Ricci had a keen ear for music and reportedly sang with great sweetness.   This “wise man from the west” is recognized as “the most cultivated man of his time and one of the most remarkable and brilliant men of history.”  

Known throughout the realm as Li-Ma-T’ou, this missionary scholar remains the most respected and beloved foreign figure in Chinese culture. Some in the Chinese government view him as the “Second Founder of Modern China.”  

This is the man after whom MRC is named.  He is its model of a complete liberal arts education cast in the Jesuit mold.

Student Protest against the Curriculum of MRC

In May, some two hundred enrolled students at (MRC) staged a week-long sit-in objecting to the core curriculum: The focus on Western culture and values was declared irrelevant. Studies in Western Civilization had failed to serve the academic interests of these students. 

The students demanded of the administration that the classic core curriculum in the Humanities be discarded in favor of a new program of studies to reflect special interest groups of race, class, gender, and disability.  Additionally, they demanded that only qualified faculty be hired to teach courses that reflected their interest in identity group studies of race, class, gender, and disability. The Dean of the MRC was to be fired.

Student demands focused on “dissatisfaction, traumatization, and boredom,” that is, “the Humanities program as it exists today” which “ignores and erases the humanity of its students and of peoples around the globe.”  . . . “We are diverse, with many different life experiences, also shaped by colonization, U.S., and Western imperialist, neo-politics, and oppression under racist, sexist, classist, heteronormative and homophobic, transphobic, queerphobic, ableist, nationalistic, xenophobic systems which perpetuate conquest, genocide of indigenous peoples, and pervasive systemic inequities.”

Students spoke of oppression perpetrated by the Administration:  “The first manifest demand is a complete change in the curriculum from a Whiteness-dominated curriculum to a non-Eurocentric interdisciplinary curriculum.  If the (MRC) is unable to tackle these requirements, we demand that it be converted into a department so as to be accountable to another college.”   

What Students at MRC Seek

If MRC students are seeking social justice and equality for all, if they are to make sense of this complex world, they ought to study the Humanities. If they are curious about how other cultures have learned to develop feelings of compassion, tolerance, respect, empathy, they ought to study the Humanities. If they are curious about how creative other people can be, if students are determined to live in a democracy of free citizens, the Humanities should be studied. Without the Humanities, democracy would not exist.  

The Crisis of Higher Education

In this country, we are experiencing an intellectual crisis that has already affected our work force, our politics, and our culture.  Western civilization, the human culmination of centuries of learning is under attack by an identity-driven student population exemplified by the protesters at MRC.  Whereas many academic leaders fail to uphold the purpose of teaching Western civilization, the faculty at MRC values it.  Whereas academic leaders don’t believe that the Humanities have any fundamental influence on their students, the faculty at MRC is invested in it.  Shared values—this is what brings the world together.  

MRC is not alone in promoting a Humanities core curriculum. Many non-sectarian and private colleges proudly offer a core curriculum around which other subjects are framed. At least twenty-five colleges and universities in the United States offer the Great Books tradition to their undergraduates. These books are part of the great conversation about the universal ideas of cultures and civilizations, always related to ethical and religious values. 

Many educators believe that nearly half of college graduates show no measurable improvement in knowledge or critical thinking. They speak and write incorrectly; they do not read.  Their constant companions? Electronic devices with accompanying head sets. Weaker academic requirements, greater specialization in the departments, a rigid orthodoxy and doctrinaire views on liberalism are now part of the university’s politics and cultural life.  

Clash of Goals

If the demands of these special interest groups—race, class, gender, and disability, were met, MRC would cease to exist. A program of identity studies clashes with the raison d’être of a college named after Matteo Ricci, a name synonymous with the richest of classic studies.   

The student protesters are demanding to be extricated from the program that distinguishes itself in the pantheon of Catholic higher education.  

Who would be so foolish as to look down on, much less protest, such a rich curriculum that prompts the most influential employers to hire MRC’s crême de la crème? 

Let the disgruntled students go elsewhere with their partisan interests and narrow viewpoint.  They lose.

Ricci Speaks to College Students

Matteo Ricci has left us several proverbs that can inspire college students.  But not just college students:  

 “Man is a stranger in this world.”

 “The virtuous person speaks little.”

“Time past must be thought of as gone forever.  Don’t waste time.”

“True longevity is reckoned not by number of years but according to progress in virtue.  If the Lord of Heaven grants me one day more of life, He does so that I may correct yesterday’s faults; failures to do this would be a sign of great ingratitude.”

The canonization of Father Matteo Ricci, S.J. ranks high on the ‘to-do list’ of Pope Francis whose high regard and love for him are well known.  This is the Servant of God, Matteo Ricci, S.J.

By Bishop Arthur Serratelli

Beneath the soil of every continent lie buried the ruins of fallen civilizations. The Sumerians, Akkadians, Mayans, Assyrians, Babylonians, Minoans, Romans: all of them, faded memories of past grandeur and glory. History records the collapse of at least thirty-two major civilizations that once thrived and prospered before our time. 

No great civilization is built in a day. No great civilization disappears in a single instant. Historians try to explain how these civilizations once so great have slowly vanished into the dustbin of history. Weather, economics, population decline, wars, politics are some of the reasons that they offer. But, ultimately, a civilization disappears when it loses its identity, forfeits its unity and jettisons its commitment to the common good.

Today’s relentless front-page news reports of scandal and sin (many times, stale news served up as current), the incessant discord of our politicians, the unending string of acrimonious tweets, and the rage of angry voices make one wonder whether or not we are facing the decline of our own civilization. Has our unity as a nation become so fragmented that it cannot be repaired?

The TV sitcoms, the talk shows, the din of warring cable news channels do little to promote serious discourse. Rather, they seem at times to make us despair of receiving unbiased reporting. They hardly inspire us to respond to the gospel’s clarion call for truth, justice, compassion and charity. Have we lost our commitment to the common good? Are we in the midst of an unstoppable decline of our nation? 

Some say this is the age of tolerance. As a result, good and evil, right and wrong, vice and virtue, truth and error are accepted as equally valid. But, this is not the age of tolerance. Those who are pro-life are marginalized. Those who cherish and protect the life of the child waiting-to-be-born, the elderly and the terminally ill are branded as bigots, unwilling to show compassion to those suffering. Those who accept the sanctity of marriage and human sexuality as designed by the Creator are vilified. We live at a time when some are not only intolerant to our basic Christian values, but are actively engaged to silence Christians, target the Church and reduce her to ruins. 

In an age of relativism, has it become almost impossible to dialogue rationally on the major issues that face us, such as poverty, migration, and the sanctity of life itself ? “Relativism is the order of the day. Good and evil, right and wrong, innocence and guilt – all these binaries are deliberately confused as antipodal extremes are brought into artificial congruence. Moral clarity is muddled and logical cogency diluted. All inherent preference is suspended out of a misguided attempt to achieve balance where there is none” (Brandon Marlon, “The Decline and Fall of Modern Civilization: 8 Simple Steps to Squandering It All,” The Algemeiner, January 22, 2015).

From the Church, we receive a rich heritage of truth, morality and charity. We have solid and clear moral principles given to us by Jesus. These are the solid building blocks with which to construct a just and peaceful society. Could it be that we ourselves are slowly abandoning these principles? How is it possible that those trained in the Catholic faith assume leadership roles in government and then jettison their Catholic morals? How is it that any one of us can remain complacent to the slow moral deterioration of our country? 

Our country will not collapse if we refuse to hand over our future to those who deny the existence of God and live as if this world is all that there is. Our society will not collapse if we are courageous enough to draw on our moral and spiritual heritage to solve the issues that divide us. Our nation will not collapse if we remain true to our identity given to us by our Founding Fathers as a nation founded on Judeo-Christian principles. Our courage as moral individuals to stand for justice, truth and compassion is the antidote to the collapse of our country.
 

There will be two all-European quarter-finals at the FIFA Futsal World Cup with Spain meeting Russia, and Portugal up against Italy following the conclusion of the round of 16 in Thailand.

DOVER – Governor John Carney and Delaware State Housing Authority (DSHA) Director Anas Ben Addi announced the launch of a new homeownership program for recent college graduates at an event recognizing Homeownership Month. The new program, Homes for Grads, will offer discounted rates on DSHA’s down payment assistance loans for homebuyers who have graduated college […]

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Karl P. Schneider, a Schreyer Scholar, has been selected as the College of Earth and Mineral Sciences’ science honor marshal for Penn State's spring 2020 Commencement ceremony, which will be held virtually at 2 p.m. on May 9.

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