The Ability to Break Chains

I hear The Chains Breaking

Please read this re-posted article from Cheryl Snapp Conner, a frequent speaker and author on reputation and thought leadership.  It touched me in knowing what is needed to break invisible chains that can prevent potential.

1.    Waste Time Feeling Sorry for Themselves. You don’t see mentally strong people feeling sorry for their circumstances or dwelling on the way they’ve been mistreated. They have learned to take responsibility for their actions and outcomes, and they have an inherent understanding of the fact that frequently life is not fair. They are able to emerge from trying circumstances with self-awareness and gratitude for the lessons learned. When a situation turns out badly, they respond with phrases such as “Oh, well.” Or perhaps simply, “Next!”

2. Give Away Their Power. Mentally strong people avoid giving others the power to make them feel inferior or bad. They understand they are in control of their actions and emotions. They know their strength is in their ability to manage the way they respond.

3.    Shy Away from Change. Mentally strong people embrace change and they welcome challenge. Their biggest “fear,” if they have one, is not of the unknown, but of becoming complacent and stagnant. An environment of change and even uncertainty can energize a mentally strong person and bring out their best.

4. Waste Energy on Things They Can’t Control. Mentally strong people don’t complain (much) about bad traffic, lost luggage, or especially about other people, as they recognize that all of these factors are generally beyond their control. In a bad situation, they recognize that the one thing they can always control is their own response and attitude, and they use these attributes well.

5. Worry About Pleasing Others. Know any people pleasers? Or, conversely, people who go out of their way to dis-please others as a way of reinforcing an image of strength? Neither position is a good one. A mentally strong person strives to be kind and fair and to please others where appropriate, but is unafraid to speak up. They are able to withstand the possibility that someone will get upset and will navigate the situation, wherever possible, with grace. It takes much practice to hone mental strength

6. Fear Taking Calculated Risks. A mentally strong person is willing to take calculated risks. This is a different thing entirely than jumping headlong into foolish risks. But with mental strength, an individual can weigh the risks and benefits thoroughly, and will fully assess the potential downsides and even the worst-case scenarios before they take action.

7. Dwell on the Past. There is strength in acknowledging the past and especially in acknowledging the things learned from past experiences—but a mentally strong person is able to avoid miring their mental energy in past disappointments or in fantasies of the “glory days” gone by. They invest the majority of their energy in creating an optimal present and future.

8. Make the Same Mistakes Over and Over. We all know the definition of insanity, right? It’s when we take the same actions again and again while hoping for a different and better outcome than we’ve gotten before. A mentally strong person accepts full responsibility for past behavior and is willing to learn from mistakes. Research shows that the ability to be self-reflective in an accurate and productive way is one of the greatest strengths of spectacularly successful executives and entrepreneurs.

9. Resent Other People’s Success. It takes strength of character to feel genuine joy and excitement for other people’s success. Mentally strong people have this ability. They don’t become jealous or resentful when others succeed (although they may take close notes on what the individual did well). They are willing to work hard for their own chances at success, without relying on shortcuts.

10. Give Up After Failure. Every failure is a chance to improve. Even the greatest entrepreneurs are willing to admit that their early efforts invariably brought many failures. Mentally strong people are willing to fail again and again, if necessary, as long as the learning experience from every “failure” can bring them closer to their ultimate goals.

11. Fear Alone Time. Mentally strong people enjoy and even treasure the time they spend alone. They use their downtime to reflect, to plan, and to be productive. Most importantly, they don’t depend on others to shore up their happiness and moods. They can be happy with others, and they can also be happy alone.

12. Feel the World Owes Them Anything. Particularly in the current economy, executives and employees at every level are gaining the realization that the world does not owe them a salary, a benefits package and a comfortable life, regardless of their preparation and schooling. Mentally strong people enter the world prepared to work and succeed on their merits, at every stage of the game.

13. Expect Immediate Results. Whether it’s a workout plan, a nutritional regimen, or starting a business, mentally strong people are “in it for the long haul”. They know better than to expect immediate results. They apply their energy and time in measured doses and they celebrate each milestone and increment of success on the way. They have “staying power.” And they understand that genuine changes take time.

Life is what we make of it, in the short time we are given here on earth.  Make a Difference.

Dewitt RobinsonDewitt Robinson | Blogging For Fun And Change

A Scandal That's Exposing Ugly Truths About the School Privatization Agenda

August 16, 2013  |  

Written by:   David Sirota for the alternet.org website.  He is a best-selling author of the new book "Back to Our Future: How the 1980s Explain the World We Live In Now." He also hosts the morning show on AM760 in Colorado.

  

The recent scandal ousting Florida's top education official shows the privatization movement is about profits.

Paradoxes come in all different forms, but here’s one that perfectly fits this Gilded Age: The most significant lesson from the ongoing debate about American education has little to do with schools and everything to do with money. This lesson comes from a series of recent scandals that expose the financial motives of the leaders of the so-called education “reform” movement — the one that is trying to privatize public schools.

The first set of scandals engulfed Tony Bennett, the former Indiana school superintendent and much-vaunted poster boy for the privatization push. After voters in that state responded to his radical agenda by throwing him out of office, he was quickly hired to lead Florida’s education system. At the same time, his wife not-so-coincidentally landed a gig with the Florida-based Charter Schools USA, a for-profit company that not only has an obvious interest in Bennett privatizing Florida schools, but that also was previously awarded lucrative contracts by Bennett in Indiana.

Grotesque as it is to shroud such self-enriching graft in the veneer of helping children, the self-dealing controversy wasn’t Bennett’s most revealing scandal. That distinction goes to recent news that Bennett changed the grades of privately run charter schools on behalf of his financial backers. Indeed, as the Associated Press reported, “When it appeared an Indianapolis charter school run by a prominent Republican donor might receive a poor grade, Bennett’s education team frantically overhauled his signature ‘A-F’ school grading system to improve the school’s marks.” Yet, the Associated Press also reported that just a year before, Bennett “declined to give two Indianapolis public schools (the) same flexibility.”

In response, the American Federation of Teachers is asking Indiana to release emails between Bennett and the education foundation run by former Gov. Jeb Bush, R-Fla., another prominent face of the “reform” movement. The union is requesting this correspondence because of another scandal, this one publicized by the Washington Post.

Under the headline “E-mails Link Bush Foundation, Corporations and Education Officials,” the newspaper earlier this year reported on correspondence showing the foundation carefully shaping its education “reform” agenda not around policies that would most help children, but around legislation that would most quickly expand the profit margins of its donors in the for-profit education industry.

Before all of these controversies, of course, there were plenty of ways to see that something other than concern for kids has been driving “reformers’” push to privatize public schools.

You could, for example, contrast privatizers’ pro-charter-school propaganda with Stanford University’s study showing that most charter schools perform no better — and often worse — than traditional public schools.

You could juxtapose the Reuters story screaming “Private Firms Eyeing Profits From U.S. Public Schools” next to the New York Times headline blaring “Hedge Funds’ Leaders Rally for Charter Schools.”

You could consider that the most prolific fundraiser in the education “reform” movement is not someone with a stellar record of education policy success, but instead Michelle Rhee, the former Washington, D.C., schools chief whose tenure was defined by a massive cheating scandal.

But maybe the best way to see that profit is the motive of the education “reform” movement is to note that no matter how many kids they harm or how many scandals they create, Bennett, Bush, Rhee and other privatizers continue getting jobs, continue being touted as education “experts” and continue raising huge money for their cause.

Thanks to that dynamic, education politics is spotlighting a fact that should be taught in every civics class. It is a fact that contradicts the pervasive rhetoric about meritocracy, but it is, alas, a fact: If you are backed by enough money, you will almost always retain your status in America — no matter how wrong you are and how many lives you ruin.

Know The Warnings of A Stroke

Cardiologist say any bystander can recognize a stroke by asking three simple questions:

S *Ask the individual to SMILE.& STICK out Your Tongue,  If the tongue is crooked, or if it goes to one side or the other, it's an indication of a stroke.

T *Ask the person to TALK and SPEAK A SIMPLE SENTENCE (Coherently)
(i.e. Chicken Soup Taste Swell)

R *Ask him or her to RAISE BOTH ARMS.

If he or she has trouble with ANY ONE of these tasks, call emergency number immediately and describe the symptoms to the dispatcher

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.