What Do I Make....

I chose a noble profession that does not produce widgets, or has a cookie cutter recipe for success. One can not measure my effectiveness based on a capitalistic model of data driven statistics from a beachfront community comparison.  One can trust that I am capable of diagnosing a myriad of personalities, give credence to a child's experiences, and motivating them to another level of excellence in every aspect of there lives.  No FCAT or Cast system could ever calculate what a teacher makes.

Click to Here about the Noble Profession of Teaching.

Myth : Hazing is an effective way to teach respect and develop discipline & loyalty.

Fact: Respect must be EARNED--not taught. Victims of hazing rarely report having respect for those who have hazed them. Just like other forms of victimization, hazing breeds mistrust, apathy and alienation.

Intake is the law of the land. M.I.P.(Membership Intake Process). 'Skating' is a term of the past. Pledging, hazing and the like are all illegal. Each hazing incident places organizations in jeopardy as each incident is a potential criminal & civil law suit under tort law. F.S.¹1006.63 (3rd degree Felony) In fact, states such as Florida, that have laws against hazing, consent of the victim can not be used as a defense in a civil suit. This is because even if someone agrees to participate in a potentially hazardous action it may not be true consent when considering the peer pressure and desire to belong to the group.

“Hazing” refers to any activity expected of someone joining a group (or to maintain full status in a group) that humiliates, degrades or risks emotional and/or physical harm, regardless of the person's willingness to participate. In years past, hazing practices were typically considered harmless pranks or comical antics associated with young men in college fraternities.

Today we know that hazing extends far beyond college fraternities and is experienced by boys/men and girls/women in school groups, university organizations, athletic teams, the military, and other social and professional organizations. Hazing is a complex social problem that is shaped by power dynamics operating in a group and/or organization and within a particular cultural context.

Hazing activities are generally considered to be: physically abusive, hazardous, and/or sexually violating. The specific behaviors or activities within these categories vary widely among participants, groups and settings. While alcohol use is common in many types of hazing, other examples of typical hazing practices include: personal servitude; sleep deprivation and restrictions on personal hygiene; yelling, swearing and insulting new members/rookies; being forced to wear embarrassing or humiliating attire in public; consumption of vile substances or smearing of such on one's skin; brandings; physical beatings; binge drinking and drinking games; sexual simulation and sexual assault.

In the Alfred/NCAA survey of college athletes, hazing was defined as: "any activity expected of someone joining a group that humiliates, degrades, abuses or endangers, regardless of the person's willingness to participate. This does not include activities such as rookies carrying the balls, team parties with community games, or going out with your teammates, unless an atmosphere of humiliation, degradation, abuse or danger arises."

“Hazing is an activity that a high-status member orders other members to engage in or suggests that they engage in that in some way humbles a newcomer who lacks the power to resist, because he or she want to gain admission to a group. Hazing can be noncriminal, but it is nearly always against the rules of an institution, team, or Greek group. It can be criminal, which means that a state statute has been violated. This usually occurs when a pledging-related activity results in gross physical injury or death” (from Hank Nuwer's book Wrongs of Passage , 1999, p. xxv).

Hazing is defined by the FIPG (Fraternal Information Programming Group) as: "Any action taken or situation created, intentionally, whether on or off fraternity premises, to produce mental or physical discomfort, embarrassment, harassment, or ridicule. Such activities may include but are not limited to the following: use of alcohol; paddling in any form; creation of excessive fatigue; physical and psychological shocks; quests, treasure hunts, scavenger hunts, road trips or any other such activities carried on outside or inside of the confines of the chapter house; wearing of public apparel which is conspicuous and not normally in good taste; engaging in public stunts and buffoonery; morally degrading or humiliating games and activities; and any other activities which are not consistent with fraternal law, ritual or policy or the regulations and policies of the educational institution."

The following are some examples of hazing divided into three categories: subtle, harassment, and violent. It is impossible to list all possible hazing behaviors because many are context-specific. While this is not an all-inclusive list, it provides some common examples of hazing traditions.

A. SUBTLE HAZING: Behaviors that emphasize a power imbalance between new members/rookies and other members of the group or team. Termed “subtle hazing” because these types of hazing are often taken-for-granted or accepted as “harmless” or meaningless. Subtle hazing typically involves activities or attitudes that breach reasonable standards of mutual respect and place new members/rookies on the receiving end of ridicule, embarrassment, and/or humiliation tactics. New members/rookies often feel the need to endure subtle hazing to feel like part of the group or team. (Some types of subtle hazing may also be considered harassment hazing).

Deception Assigning demerits Silence periods with implied threats for violation Deprivation of privileges granted to other members Requiring new members/rookies to perform duties not assigned to other members Socially isolating new members/rookies Line-ups and Drills/Tests on meaningless information Name calling Requiring new members/rookies to refer to other members with titles (e.g. “Mr.,” “Miss”) while they are identified with demeaning terms Expecting certain items to always be in one's possession

B. HARASSMENT HAZING: Behaviors that cause emotional anguish or physical discomfort in order to feel like part of the group. Harassment hazing confuses, frustrates, and causes undue stress for new members/rookies. (Some types of harassment hazing can also be considered violent hazing).

Verbal abuse Threats or implied threats Asking new members to wear embarrassing or humiliating attire Stunt or skit nights with degrading, crude, or humiliating acts Expecting new members/rookies to perform personal service to other members such as carrying books, errands, cooking, cleaning etc Sleep deprivation Sexual simulations Expecting new members/rookies to be deprived of maintaining a normal schedule of bodily cleanliness. Be expected to harass others

C. VIOLENT HAZING : Behaviors that have the potential to cause physical and/or emotional, or psychological harm.

Forced or coerced alcohol or other drug consumption Beating, paddling, or other forms of assault Branding Forced or coerced ingestion of vile substances or concoctions Burning Water intoxication Expecting abuse or mistreatment of animals Public nudity Expecting illegal activity Bondage Abductions/kidnaps Exposure to cold weather or extreme heat without appropriate protection

Hazing at any age can be exceedingly harmful. Hazing at the high school level is particularly troubling because the developmental stages of adolescence create a situation in which many students are more vulnerable to peer pressure due to the tremendous need for belonging, making friends and finding approval in one’s peer group.

My Personal Ministry Focus

            Individual Achievement is under rated.  Each individual should be able to look back over their own lives and feel good about something that they alone were challenged with, engaged in and conquered on one’s own accord.  This is what I would like to cultivate and unveil with an Education Center’s participants.  This is not all inclusive but my initial thoughts and focuses would be in the following 4 step process.

1.    An awareness of one’s Position

By allowing and directing each participant to take an honest inventory of exactly where they are today academically, marketability, financial, socially and spirituality.  This is the first and most challenging step towards the inevitable change that needs to take place in a person’s life.  I intend to gain, and develop a rapport with our clients to service them on a consistent basis in the exact area of need.  Determining an appropriate sector of the workforce in which one could be the most productive will save a lot of frustration anguish and valuable time.  This level of honesty and truth is needed for any long term development to occur.

2.    Becoming Marketable

Human resource experts state that the longer a person is out of work, the more difficult it becomes to gain viable employment.  Potential employers may be concerned that a person’s skills may be more out of date than those who are currently employed.  I want to bring our clients into the realization and truth that yes we are in the midst of a tough Job market but there are things that each of us can do to separate ourselves from the crowd of candidates.  Developing a sense of urgency will be paramount to achieving success in this area.  A mindset of “I can do All things through Christ who strengthens me” will be so very important through this journey of becoming marketable.  Therefore keeping up with what is being inquired upon, knowing what the current needs are, staying abreast to existing trends will be imperative in becoming an in demand worker.

3.    Overcoming Setbacks

As a cheerleader for success I intend on lending an ear or a shoulder of encouragement if one of our associates experience rejection.  Discouragement is inevitable during this complicated journey of applications, resume writing, interviewing, contacting, networking, resource gathering and reference pulling process.  But my desire is to be a source of re-channeling energy to a positive place, that will trigger hope and great anticipation for what is ahead.  Helping our students to “Think like the Employer” will become a spotlight with each tutorial for job searching.  Knowing ones worth, in which I intend to have previously enveloped, will be a critical objective in getting to uncover true effectiveness.

4.    Celebrate Success

As a coach, we must play a role in developing and nurturing, but I look forward in playing a role in achievement as well.  The goal line of whatever is my clients’ ultimate desire of accomplishment will be a daily reinforcement in training.  Once completed, we will look back and see this miraculous Journey of hard work and dedication to see that it was all worth it.  Ultimately, it will be a testimony for someone else to follow and know that dreams are possible if dared.