And for the fortunate, the question arises, "How will we react?"

We are past the one-year anniversary of Hurricane Sandy and the snow storm that followed. We are several years from Katrina and post-recovery of the devastation that tsunamis created a few years back. In a month, we will also be reminded of the tragedy that befell Newtown because of the madness of a lost soul and his violence unleashed on school-aged children and their teachers.

On the phone last night with a colleague I respect, and just a few days after hosting IRIS, a refugee relocation service in Connecticut, I am thinking about the efforts and actions promoted by JUHAN, the Jesuit University Humanitarian Action Network in which Fairfield University takes part. We are unable to stop devastation from occurring, but we can better prepare our responses when they do. At the academic level, we can infuse conversations about global inequities and violence in the curriculum we discuss with students. The United States remains a super force in terms of economic, medical, military, and social aide and with each and every horrific event, the responsibilities we have to the globe grow more profound. The Greeks were right - tragedy is normal. The Buddhists, too, have acknowledged, "all life is suffering." Still, like the residents of Whoville, we must find the ways to triumph and sing - it's the only solution to be had, even when an optimistic viewpoint seems ludicrous and simple.

My section of EN 11 is listed as a JUHAN course because we use Outcasts United as a touchtone text to springboard our own research interests. I encourage my students to seek solutions for the problems they explore in their research. The semester course allows little time to problem solve for immense responses needed in times of tragedy, but it highlights that the one choice we always have in face of difficulties is how we respond. The course is guided by the principals:

• Students adhere to he core principles of humanitarian action that all possible steps should be taken to prevent or alleviate human suffering.
• Students demonstrate a commitment to the principle of do no harm in examining the consequences of their actions on humanitarian crises.
• Students show value for the role of mutually empowering action for all the participants.
• Students show value for democratic principles of participation.
• Students are attuned to the gendered implications of humanitarian action.
• Students can communicate their sense of fulfillment and frustration when they take humanitarian action.
• Students are able to reflect on the efficacy of their individual and collective action in a global social problem.
• Students show willingness to view humanitarian crisis from multiple perspectives, and they are more comfortable with complexity and ambiguity.
• Students demonstrate a commitment to address humanitarian crises regardless of where they occur. 

Once again, there are no words to bring serenity to the millions of people suffering right now, especially in southern Asia and with relatives diffused around the globe. Yet, with our everyday decisions and actions, we can respect them by working hard, resisting selfish distractions, and laboring to help out in any and all ways we can.

A dear friend used to say to me on good days, "Well, we should be thankful that nothing horrific happened to us in the immediate today." She was right. When we have happiness and inner peace, we live with tremendous fortunes. This doesn't, however, lighten the responsibilities we have to others who are suffering right now.