Let's see----having NOSY NEIGHBORS sitting outside talking about me as a sex slave----as someone they have a right to illegally surveille and HIT-----right in front of children. Having NOSY NEIGHBORS' children saying these things ------open discussions in alleyways through PUBLIC SURVEILLANCE about HITTING HIM HITTING HER----HITTING THAT FAMILY because they are not one of US------is that really what SCHOOL ANTI-BULLYING programs are all about?
OF COURSE NOT.
So, these entire programs designed to PRETEND there is open acceptance of new to US CITIES deemed FOREIGN ECONOMIC ZONES-----fall short when NOSY NEIGHBORS hiding behind walls with surveillance cameras are making PORN of all of THEM.
When I see ANTI-DEFAMATION LEAGUE saying NO PLACE FOR HATE while plenty of NOSY NEIGHBORS identify as JEWISH HITTING as hard as other FAKE RELIGIOUS GROUPS I wonder where those pushing these policies are----where are they?
Stop Bullying on the Spot
When adults respond quickly and consistently to bullying behavior they send the message that it is not acceptable. Research shows this can stop bullying behavior over time.
Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it, building a safe school environment, and creating a community-wide bullying prevention strategy.
Discover your role in bullying prevention! Learn how to take a public health approach to bullying prevention and earn continuing education credits. Read more
State Laws & Policies
State and local lawmakers have taken action to prevent bullying and protect children. Find out how your state refers to bullying in its laws and policies. Read more
What Schools Can Do
School staff can help prevent bullying by establishing and enforcing rules and policies that clearly describe how students are expected to treat each other. Read more
What Kids Can Do Are you being bullied?
Do you see bullying at your school? There are things you can do to keep yourself and the kids you know safe from bullying.
Say No To Bullying
'Anti-Defamation League (ADL): “No Place for Hate”'
CCSD Policy 5137: Safe and Respectful Learning Environment
Policy 5137 (PDF) - Clark County School District is committed to providing a safe, secure, and respectful learning environment for all students and employees at all District facilities, school buildings, in school buses, on school grounds, and at school sponsored activities. The school district strives to address bullying and cyberbullying so that there is no disruption to the learning environment and learning process.
Parents/students are encouraged to report knowledge of bullying and/or cyberbullying, via SafeVoice that allows individuals to anonymously report unlawful activities.
It Stops Here - English (PDF)
It Stops Here - Spanish (PDF)
Policy 5137 (PDF)
Say No To Bullying Brochure - English (PDF)
Say No To Bullying Brochure - Spanish (PDF)
SRLE Brochure - English (PDF)
SRLE Brochure - Spanish (PDF)
Pursuant to Assembly Bill 206, the District has provided a list of resources that may be available in the community to assist a student who is involved in a reported violation of NRS 388.135. This is not an all-inclusive list. The District does not endorse any of the companies or services included in the resource list. The District is not responsible for providing the resources to the student or ensuring the student receives the resources.
Anti-Defamation League (ADL): “No Place for Hate”
ADL’s mission is to combat anti-Semitism, prejudice, and hate in our community and to bring awareness to its citizens. “No Place for Hate” helps to educate on how to reduce bullying/cyberbullying and all forms of harassment.
Bullying Surveillance among Youths: Uniform Definitions for Public Health and Recommended Data Elements Version 1.0
| Center for Disease Control and Prevention (CDC)
This CDC publication contains a standardized definition of bullying, factors when gathering data on bullying using the standardized definition, recommended data elements for bullying, and federal government resources on bullying.
Cyberbullying Research Center
Directed by Sameer Hinduja at Florida Atlantic University and Justin Patchin at the University of Wisconsin-Eau Claire, the Cyberbullying Research Center offers information regarding cyberbullying among adolescents.
Eyes on Bullying
Parents and caregivers both need tools and guidance to help keep children safe. The Eyes on Bullying website provides a comprehensive toolkit for identifying the early symptoms of bullying and providing support for parents and caregiving staff and the goal of bullying prevention.
Federal Bureau of Investigation – Safe Online Surfing (FBI – SOS)
The FBI Safe Online Surfing (FBI-SOS) program is a nationwide initiative to educate children about the dangers they face on the internet to help prevent crimes against children. It promotes cyber citizenship among students by engaging them in a fun, age-appropriate, online program where they learn how to safe and responsible using the internet. The program emphasizes the importance of cyber safety such as password security, smart surfing habits, safeguarding personal information.
Josh Stevens Foundation
The Josh Stevens Foundation partners with schools, businesses and youth organizations to spread awareness about recognizing and celebrating heartfelt kind act.
KnowBullying App | SAMHSA
Research shows that parents and caregivers who devote at least 15 minutes a day talking with their child can lay the groundwork for a strong relationship and help prevent bullying.
KnowBullying has simple conversation starters to begin a dialogue with your child. The app also features bullying prevention tips, bullying warning signs, reminders to talk with your child, social media options, and a section for educators.
National Suicide Prevention Lifeline
No matter what problems you are dealing with, the National Suicide Prevention Lifeline wants to help you.
Nevada Department of Education, Bully Free Zone
The Bully Free Zone web site is designed to assist students, parents and school staff with bully prevention methods. The resources and information included in this web site are structured to be easy to use for everyone. This is not an inclusive list of resources.
As Nevada's statewide Parent Center, we support families that have a child that has experienced bullying by providing information, parent workshops and webinars. Please give our center a call to learn more about the options families have available to address their concerns about bullying and create an environment where children can feel safe and successful in school.
Operations Respect seeks to assure each child and youth a respectful, safe, and compassionate climate of learning where their academic, social, and emotional development can take place free of bullying, ridicule and violence.
PACER Center’s National Bullying Prevention Center
PACER’s National Bullying Prevention Center was established in 2006. Complete with resources for students, parents, educators, and others, PACER recognizes bullying as a serious community topic that can impact education, the physical and emotional health, as well as the safety and well-being of students. The website includes videos, toolkits, posters, and handouts.
Relationships between Bullying School Climate and Student Risk Behaviors | School Psychology
This study examined whether feature of a positive school climate were associated with lower student risk behavior. The study found that a positive school climate could be a significant protective factor in preventing student risk behavior.
Respect For All
Let’s Get Real examines issues that lead to taunting and bullying, including racial differences, perceived sexual orientation, learning disabilities, religious differences, sexual harassment and others. “Let’s Get Real” curriculum guide features valuable lesson plans, discussion starters, classroom activities and handouts for teachers to use in conjunction with the film.
The Bully Project
The SNABC is group of Nevada based organizations focused on supporting the CCSD in building a safe and respectful learning environment. Mission Statement - The SNABC will collaborate and be a collector of resources to provide our youth with a safe, positive, and respectful environment free from bullying and harassment.
Southern Nevada Antibullying Council (SNABC)
The SNABC is group of Nevada based organizations focused on supporting the CCSD in building a safe and respectful learning environment. Mission Statement - The SNABC will collaborate and be a collector of resources to provide our youth with a safe, positive, and respectful environment free from bullying and harassment.
In partnership with the Department of Education and the Department of Justice, the U. S. Department of Health and Human Services oversees http://www.stopbullying.gov. It contains the webpages “What is Bullying, Cyberbullying, Who is at Risk, Preventing Bullying, and Responding to Bullying.” In addition, the website contains a section on the state bullying prevention policies, laws, and resources for parents, educators, communities, and students.
Stop Bullying Now
According to Stop Bullying Now, individuals can decrease bullying and we can aid children and teens who have been bullied.
Vegas PBS webpage contains videos, lesson plan, and resources to aid in building awareness and prevention of bullying/cyberbullying.
A project of the Human Rights Foundation. Welcoming Schools, a project of the Human Rights Campaign Foundation, offers an Lesbian, Gay, Bisexual and Transgender, inclusive method to address family diversity, gender stereotyping, bullying, and name-calling in K-5 learning settings.
DIVERSITY ------Hmmmm, does diversity mean DIVERSITY OF THOUGHT/POLITICAL STANCE as well as race, religion, culture?
ONE WORLD ONE GOVERNANCE for only the global 1% does not care about ANY of the above but especially will not allow DIVERSITY OF THOUGHT......remember, it's GROUP SPEAK AND CHATTER ----or nothing.
When THE NETWORK public surveillance creates FEEDBACK which states----WE ARE TRYING TO GET RID OF PEOPLE WHO ARE NOT 'US'-----BUT 'THEM' -----how does that fit in with ANTI-BULLYING?
We are a nation of 99% WE THE PEOPLE black, white, and brown----with that global banking 5% freemason/Greek player HITTING HARD to make this an US VS THEM -----
So, who is 'US'? Well, THIS person is US------THAT person is US -----------THOSE people are US--------THOSE OTHER people are US.
So, who is left that is not 'US'------Well, THEM. THEM are not US.
A person who is an US-----can be pushed out to become THEM ------a person who is a THEM can work their way to becoming an US-----then there are people who PRETEND to be US------but don't really want to be. It's all in the secret signs/handshakes.
HITTING ------illegal surveillance inside people living space including black market PORN------IS BULLYING. When NOSY NEIGHBORS AND THE GANG are openly discussing HITTING a next-door neighbor whether a man, woman, or family with a child-----in front of their own children we can easily see where that NOSY NEIGHBOR child will come to school with issues of BULLYING.
WHY HAS US PUBLIC SCHOOLS BEEN FILLED WITH BULLYING THESE FEW DECADES?
Unfortunately, because of more and more job losses hitting our US 99% WE THE PEOPLE the only avenue is black market and black market drives violence, fighting, and brutality.
- Anti-Bullying – CBS Baltimorebaltimore.cbslocal.com/tag/anti-bullying Governor Hogan kicks off a Six Flags anti-bullying campaign today. ... Baltimore Kids Hold Anti-Bullying RallyA group of young demonstrators marched throughout south Baltimore this weekend.
- Baltimore County Anti-Bullying Task Force, Marylandmsa.maryland.gov/.../html/04bcoantibullying.html In July 2018, the Baltimore County Anti-Bullying Task Force was created (Chapter 496, Acts of 2018). For two school years, 2018-19 and 2019-20, the Task Force is to compile data on the number of incidents of bullying, cyberbullying, harassment, and intimidation, including how each incident was resolved.
- Anti-Bullying Campaign of Baltimore Ravens’ Ray Rice – Fikkle ...fikklefame.com/anti-bullying-campaign-of... Anti-Bullying Campaign of Baltimore Ravens’ Ray Rice Baltimore Ravens running back Ray Rice is busy getting ready for the start of the NFL season, but he took time out to write a post on Facebook where he spoke out against bullying.
- Loving is Louder: Baltimore County’s Anti-Bullying Sloganwww.wypr.org/post/loving-louder-baltimore-county... Loving is Louder: Baltimore County’s Anti-Bullying Slogan Baltimore County schools finished their first-ever Bullying Prevention Week today. The campaign involved daily, color-coded themes, assemblies, discussions and other activities.
- Md. Gov. Kicks Off Six Flags America’s Anti-Bullying Campaign ...baltimore.cbslocal.com/2015/04/02/md-gov-kicks... PRINCE GEORGE’S COUNTY, Md. (WJZ)–Breaking the cycle of bullying. Governor Hogan kicks off a Six Flags anti-bullying campaign today. Pat Warren reports, the anti-bullying will be the amusement ...
- Howard unveils anti-bullying campaign - Baltimore Sunwww.baltimoresun.com/news/breaking/bs-md-ho... Howard unveils anti-bullying campaign. Arthur Hirsch, The Baltimore Sun. More than a year after a Howard County teen committed suicide following months of online harassment, county officials ...
- Ray Rice was known for anti-bullying campaign - wbaltv.comwww.wbaltv.com/article/ray-rice-was-known-for... Ray Rice was a fan favorite in Baltimore. On top of his on-field heroics, he was a hero to many off the field for standing up to bullying.Mobile users tap here to watch videoAthletes can become ...
- Bullying | Archdiocese of Baltimorewww.archbalt.org/young-adult-ministry/bullying God calls the Catholics of the Archdiocese of Baltimore to be a welcoming, worshipping community of faith, hope, and love. Through his Spirit, the Lord Jesus lives in those who believe, and reaches into our world with his saving message and healing love.
- News - Bullying- Baltimore County Md.www.baltimorecountymd.gov/.../bullying.html Bullying Baltimore County Online Resources. The Department of Aging offers Stand Up and Claim Yourself, an interactive discussion on senior-to-senior bullying hosted at local senior centers. The Department of Social Services provides Protective Services for children, adults and family violence victims. Online Resources Outside Baltimore County
Bullying refers to conduct that:.
Adversely affects a student's ability to participate in or benefit from the school's educational programs or activities; Is a result of repeated negative actions (intentional, aggressive behavior) by one or more other students over time; and
EVERYBODY understands these secret societies like FREEMASON/GREEK all involve HAZING as part of initiation. People are taught that they must GROUP SPEAK-------do what they are told without question in order to be part of these groups.
HAZING is not specific to FREEMASON/GREEK culture----we see children HAZED as part of BAND membership-----sports membership------what is MOVING FORWARD is more and more requirement that any US 99% WE THE PEOPLE black, white, or brown be apart of one of these groups.
NOSY NEIGHBORS AND THE GANG are simply a black market criminal organization tied to global banking 1% and HOMELAND SECURITY as civil unrest civil war structure and people joining go through these RITUALS.
While I am in my apartment hiding under BLANKETS/COATS, pillows over my head to avoid illegal surveillance cameras I am hearing from FEEDBACK spoken openly by NOSY NEIGHBORS how I am UNCLEAN----USELESS ------RUINED-------when of course NONE OF THAT IS TRUE.
These children of NOSY NEIGHBORS AND THE GANG attend schools ----public and private and take that culture of HITTING and sexual assaults to school with them.
WE NEED TO GET RID OF HIM, HER, THAT FAMILY, THAT CHILD BECAUSE THEY ARE 'THEM' AND NOT 'US.
There goes DIVERSITY.
Hazing Is Just Structured Bullying
Why we cherish rituals that let the strong prey on the weak
Posted Aug 05, 2012
By Olga Cheselka, Ph.D.
It’s time to recognize that hazing is nothing more than systemized bullying. It’s the strong preying on the weak structured so as to protect the aggressors. While “tradition” may give it an aura of justification, even safety, the fact is that hazing can lead to grave bodily harm, even death such as the recent case of Florida A&M drum major Robert Champion. And those not directly involved who are aware of the “tradition” but do nothing are also morally culpable for the violence that ensues.
Consider what recently happened in Rye, NY. On June 1, 2012 three teens from the local high school picked up three younger middle-schoolers. They drove them to the local nature conservancy. The older boys then “paddled” the younger ones using a piece of wood. They caused serious injuries.
But this did not stop there like many such incidents because a high school girl documented the events with her cell phone. Plus, the victims took the step of reporting the incident to the local police. The boys who allegedly performed the beatings were arrested and charged with assault and unlawful imprisonment. The perpetrators said they were participating in a long-standing tradition, a way of initiating younger children to high school; it was nothing more than a hazing ritual.
The response from the community was mixed; some people condemned the boys for using tradition as an excuse, while others urged that all the boys, victims and perpetrators alike, be protected in the name of community preservation. But many in the community just accepted the brutality of this “tradition,” just like in every other community in which hazing does its job of justifying violence.
How do we understand such hazing and those who just go along with it? I have come to believe an answer can be found by looking closely at how people achieve a sense of security, including how social norms dictate behavior.
Developing a Sense of Security
People develop a sense of security in two ways: they experience their own power and they experience life being somewhat predictable. Experiencing one’s own power seems simple enough: people feel powerful when they effectively use their strengths and virtues. This can be from having abilities or talents they, or others, value; from making good choices that lead to attaining goals; or even from feeling they can fulfill expectations for what it means to have “the good life.” All of these experiences, and more, can lead to feelings of control and power.
But trying does not always work. People do not always get what they want. There are inevitably disappointments and frustrations, often because we are in competition with others for realizing our goals. What often ensues is a struggle for who will get what so that those who “win” become dominant. But achieving superior status makes one vulnerable to the threat of losing it. Dominance needs to be constantly shored up. So we end up with hierarchies of power that depend on displays of superiority, including hazing. Hazing gives the hazers a momentary jolt of security, and the hazed the promise that one day they too will get to feel powerful, at least for a moment.
Predictability also leads to a sense of security. Knowing what happens next helps make people feel safe. All groups have built-in rules and regulations, mores and customs, governing what to do and not do. Staying within the boundaries for acceptable and unacceptable behavior can inspire feelings of confidence and safety. Knowing the social order and where one stands within it also gives a sense of reliability and dependability, which leads to confidence and rootedness. Unfortunately, sometimes these customs, like hazing, are built on rationalizations, primitive underlying fears, and refusals to look at the negative consequences of enduring traditions.
Protecting the Status Quo
Some defend hazing as a harmless rite of passage even when it is violent and abusive. Hazing is accepted and perpetuated for a couple of reasons: it allows for demonstrations of dominance by those who feel they may lose power (those already in superior positions, who may be threatened by younger, more vigorous opponents) and it adheres to a certain set of rules that suggest that order will be maintained (hazing rituals are often very defined and specific).
Furthermore, hazing has become so embedded in our culture that there is a reaction of loss and vulnerability when hazing is opposed—perhaps like the effect this blog post might have on some readers. People overvalue the desire for continuity of the old ways. They see punishing offenders as harming the community at large. The even go so far as to believe the threat to the community’s physical and psychological well-being is not the hazing, but the public exposure of dangerous rituals. For many, the rituals must be kept secret, only revealed to the soon-to-hazed once the episode begins. And if exposed those members of the community who stand to lose status from a public airing of the dirty secrets tend to close ranks. They try to sequester the episode and deal with the issues themselves. In this way the perpetrators are allowed to maintain their elevated positions in the social order.
The Goal of a Powerful Non-Violent Self
So how do we achieve a sense of security without resorting to potentially violent rituals enabling the strong to dominate the weak? There is no question that aggression and competitiveness can play a role in contributing to the welfare of society. However, there are ways to use aggression beneficially.
We can set up different expectations for each other, and teach our children to utilize and channel their aggression in productive ways. Yes, we need assertiveness, competitiveness, action and drive—all components of aggression. But we can emphasize the expectation that we all should strive to be our best, but not necessarily to be better than others. We can help people see that a robust sense of self does not depend on eclipsing someone else. We can recognize that someone else’s achievement does not necessarily mean our loss. And we can demand that having individual power is not followed by having power over others.
Strength is admirable and necessary, but the use of strategies that distort good values and accomplishments so that power is everything is ultimately harmful and destructive to the health of our society.
About the Author:
Olga Cheselka, Ph.D. is a Training and Supervising Analyst at the William Alanson White Institute, where she teaches in the Postdoctoral Externship Program and the Eating Disorders, Compulsions and Addictions Service. She has a special interest in the issue of development of selfhood in interaction with society and culture. She has a private practice in New York City and Westchester, New York, where she works with adults, couples, and adolescents.
MOVING FORWARD to DEEP, DEEP, REALLY DEEP STATE with global private military corporations replacing our public police, fire, and security staff-------is bringing more and more MILITARY into our CIVILIAN life with the goal of eliminating civilian life.
MILITARY CULTURE has for thousands of years placed new recruits through these hazings-----breaking down a person's individuality to make people GROUP THINK---GROUP SPEAK. We are seeing an escalation of BULLYING in our public schools because of this.
Add to this the growing black market economies tied to gangs which global banking 1% invest ------and we have that HITTING CULTURE-------with illegal surveillance and PORNOGRAPHY-----we have that 'US' vs 'THEM'-----
As our US PUBLIC SCHOOLS are made corporate----this military culture will saturate ------this is when global banking 1% pit those 5% freemason/Greek civil unrest civil war players against ordinary 99% OF US CIVILIANS black, white, and brown.
I am of course not the only person being HIT in Baltimore----this black market is saturated in each community here in Baltimore. People HIT to be pushed out----people HIT to create lower-tiered SEX WORKERS----like NOSY NEIGHBORS AND THE GANG.
Hazing and Bullying in the Military
By Kathleen Gilberd | 07/30/2017
This entry is part of On Watch 28.2 Summer 2017
On Watch 28.2 Summer 2017
Where victims report the problem themselves, they may find that their superiors want them to go through the chain of command to do so, a frustrating and sometimes very ineffective method. Victims may want to use their commands’ open-door policies, which sometimes require walking a complaint through the chain of command, but do not require revealing the nature of the complaint to anyone other than the commander. Advocates, of course, may communicate directly with the commander and, where useful, with the command staff judge advocate or legal officer as well.
Because the policies are not well followed, and many commands may have only passing familiarity with the requirements of the regulations, it helps to be clear in reporting that the complaint is one of hazing or bullying. Reference to the service and DoD regulations may help commanders to remember that there are specific provisions to be followed and that complaints must always be investigated. Where commanders are unresponsive, or part of the problem, Article 138 complaints may be appropriate.
(See On Watch, December, 2013, for an overview of Article 138.)
IG investigations may also be helpful, but their conduct and results vary widely from office to office. In making IG complaints, it is important to provide a full written explanation of the problem, with witness statements where possible, copies of any other documentation of the hazing or bullying, and a list of witnesses whom the IG should interview. Follow-up contact with the IG, particularly from an attorney or advocate, may be helpful in keeping the investigation on track. Some attorneys and advocates prefer not to use the IG, since a report which finds the complaints unsubstantiated may make other complaint procedures more difficult.
In part as a result of the 2016 GAO report, the 2017 National Defense Authorization Act legislated “Improved Department of Defense Prevention of and Response to Hazing in the Armed Forces.” Section 549 of the Act requires the establishment of a database on hazing incidents, improved training on hazing, and annual reports to Congress. The measure’s training and annual reports are intended to encourage reporting of hazing incidents, including anonymous reporting, although methods of anonymous reporting are not described. It remains to be seen whether these provisions will improve implementation of overall policy. Intervention by advocates and attorneys may well provide more impetus for commands to follow the rules.
Kathleen Gilberd is a legal worker in San Diego, California, working in the areas of discharge review and military administrative law. She is the executive director of the MLTF.
Bullying and hazing are extremely serious problems in the military, but DoD and service regulations provide important protections for victims.
In recent years, considerable public attention has focused on hazing and bullying within the military, particularly in the Marine Corps. Media and Congressional attention followed the suicide of Lance Cpl. Harry Lew, who shot himself six years ago after repeated abuse and taunting by fellow Marines, and the March, 2016 death of Raheel Siddiqui, a Moslem recruit at Parris Island Marine Recruit Training Depot. The Marine Corps claims Siddiqui committed suicide by jumping down a 40-foot stairwell; his family and supporters are convinced he fell while running away from a drill instructor who had struck and bullied him.
The family believes he was bullied because of his religion, pointing to other instances of similar harassment at Parris Island—including a previous case in which the same drill instructor is accused of forcing a Moslem recruit into an industrial clothes dryer and running it, stopping periodically to ask the recruit to confess that he was a terrorist. Siddiqui’s death is still under investigation, and there are ongoing investigations of other abuse of recruits at Parris Island. A number of instructors and the former commander of Parris Island’s Third Recruit Training Battalion face court-martial for abuse of Siddiqui and others, though the first of these courts-martial has just resulted in an acquittal.
Parris Island Hazing Is Tip of the Iceberg
While the Parris Island scandal and Lance Cpl. Lew’s death are the most public incidents of abuse, they are merely the tip of the iceberg. Between January 2012 and June 2015, the Marine Corps received 377 reports of hazing or abuse, about one third of which were officially “substantiated.” Unfortunately, the General Accountability Office (GAO), in a 2016 report entitled “DoD and Coast Guard: Actions Needed to Increase Oversight and Management Information on Hazing Incidents Involving Servicemembers,” found that DoD and the services did not adequately track the number of hazing incidents. In reviewing DoD and service policies and interviewing servicemembers, GAO also found that the policies generally did not provide clear guidance on what did and did not constitute hazing, including a lack of clarity on the distinction between permissible corrective measures, such as extra military instruction, and hazing.
DoD Definitions of hazing and bullying
On December 23, 2015, the Deputy Secretary of Defense promulgated a memorandum, “Hazing and Bullying Prevention and Response in the Armed Forces,” which included DoD definitions of hazing and bullying. Ironically, this memo has not been made available to the public. However, the memo’s definitions were repeated in the May, 2016, issue of “The Counselor,” the newsletter of the Region Legal Service Office Naval District Washington.
According to the newsletter, the DoD memo defines hazing as:
“Any conduct through which a military member or members, or a Department of Defense civilian employee or employees, without proper military or other governmental purpose but with a nexus to military service or Department of Defense civilian employment, physically or psychologically injure or create a risk of physical or psychological injury to one or more military members, Department of Defense civilian employees, or any other persons for the purpose of initiation into, admission into, affiliation with, change in status or position within, or as a condition for continued membership in any military or Department of Defense civilian organization.”
Bullying is defined as:
“An act of aggression by a military member or members, or Department of Defense civilian employee or employees, with a nexus to military service or Department of Defense civilian employment, with the intent of harming a military member, Department of Defense civilian, or any other persons, either physically or psychologically, without a proper military or other governmental purpose. Bullying may involve the singling out of an individual from his or her co-workers, or unit, for ridicule because he or she is considered different or weak. It often involves an imbalance of power between the aggressor and the victim.”
While DoD procedures for reporting and responding to hazing and bullying are not spelled out in the newsletter, responses to some forms of hazing and bullying are discussed in DoD Instruction 1438.06, “DoD Workplace Violence Prevention and Response Policy,” dated January 16, 2014. This Instruction provides the most recent publicly available military-wide guidance on these problems, and applies to both military personnel and civilian employees.
The Instruction prohibits:
“violent behavior. The intentional use of physical force or power, threatened or actual, against a person or group that either results in or has a high likelihood of injury, death, or psychological harm to self or others”
“workplace violence. Any act of violent behavior, threats of physical violence, harassment, intimidation, bullying, verbal or non-verbal threat, or other threatening, disruptive behavior that occurs at or outside the work site.”
Under this Instruction, personnel who engage in or threaten such violent behavior may be immediately removed from the premises and denied re-entry pending completion of an appropriate investigation; they also are subject to removal from federal service and/or criminal prosecution. Workplace supervisors and all personnel are responsible for prevention of workplace violence under the Instruction.
Although the Instruction has been in place for over three years, its implementation has been spotty, at least for military personnel.
Individual service regulations on bullying and hazing have not been updated since the 2015 DoD memorandum, and do not use the same definitions. Advocates will want to compare DoD and service regulations to use the more helpful definitions. For example, Army policy, found in AR 600-20, “Army Command Policy,” gives these definitions at section 4-19:
Any conduct whereby a Servicemember or members regardless of service, rank, or position, and without proper authority, recklessly or intentionally causes a Servicemember to suffer or be exposed to any activity that is cruel, abusive, humiliating, oppressive, demeaning, or harmful. Soliciting or coercing another to participate in any such activity is also considered hazing. Hazing need not involve physical contact among or between military members or employees; it can be verbal or psychological in nature. Likewise, it need not be committed in the physical presence of the victim; it may be accomplished through written or phone messages, text messages, email, social media, or any other virtual or electronic medium. Actual or implied consent to acts of hazing does not eliminate the culpability of the perpetrator. Without outside intervention, hazing conduct typically stops at an identified end-point.
“(2) Bullying. Bullying is any conduct whereby a Servicemember or members, regardless of service, rank, or position, intends to exclude or reject another Servicemember through cruel, abusive, humiliating, oppressive, demeaning, or harmful behavior, which results in diminishing the other Servicemember’s dignity, position, or status. Absent outside intervention, bullying will typically continue without any identifiable end-point. Bullying may include an abuse of authority. Bullying tactics include, but are not limited to, making threats, spreading rumors, social isolation, and attacking someone physically, verbally, or through the use of electronic media.”
Despite these definitions, commands, services and some of the service regulations may use the terms bullying and hazing interchangeably. As GAO found in 2016, many servicemembers remain unclear on the definitions.
Although the regulations ignore this in their definitions, the GAO report also discussed the “sometimes correlated” relation between hazing and sexual assault, referring to its March, 2015, report on sexual assault. There, GAO found that hazing sometimes escalated into assault, and recommended that DoD revise its sexual assault policy to address how hazing could constitute sexual assault. Similarly, a 2014 study on sexual assault by the RAND Corporation discussed the extent to which hazing might lead to or constitute sexual assault.
Regulations and service policies
As noted above, AR 600-20 provides policy for the Army. Secretary of the Navy Instruction (SECNAVINST) 1610.2A of 15 July 2005 sets out policy on hazing for both the Navy and Marine Corps. It is supplemented by NAVADMIN 034-13, on reporting and tracking hazing and bullying incidents. Marine Corps policy is also contained in Marine Corps Order 1700.28B, “Hazing,” The Air Force uses AFI 1-1, “Air Force Standards,” and Air Force Memorandum, “Air Force Policy on Hazing,” as well as Air Education and Training Command Instruction 36-2909, “Recruiting, Education, and Training Standards of Conduct.”
Commanders required to investigate allegations
Under the service regulations, commanders who receive reports of hazing or bullying are required to conduct investigations in each case. If the hazing or bullying is substantiated, commanders may take disciplinary or administrative action, or no action at all. All of the services treat hazing and bullying as a violation of Article 92 of the UCMJ (disobedience of orders). Some of the service regs point out that hazing/bullying may also be penalized under Article 93 of the UCMJ (cruelty and maltreatment), Article 128 (assault), Article 124 (maiming), etc. Complaints of hazing or bullying must be reported to service headquarters, and Equal Opportunity offices are used to track incidents.
The regulations attempt to distinguish hazing and bullying from legitimate behavior such as command-authorized training and corrective actions. The SECNAVINST, for example, sets out activities that do not amount to hazing or bullying, including “command-authorized or operational activities; the requisite training to prepare for such missions or operations; administrative corrective measures; extra military instruction; athletics events, command-authorized physical training, contests or competitions; and other similar activities that are authorized by the chain of command.” Not unsurprisingly, it is a common defense to allegations of bullying that the behavior falls within these exceptions.
Some of the regulations emphasize the importance of treating victims of hazing or bullying respectfully and avoiding re-victimization. Some state that victims are entitled to the assistance available to victims and witnesses of crimes. The SECNAVINST requires that victims who report hazing or bullying be advised of their rights immediately and offered, among other resources, legal advice and victim/witness advocacy services. The Army reg, on the other hand, does not include such language.
Complaints receive inconsistent enforcement
Unfortunately, the DoD and service policies are not always followed, and victims of hazing or bullying often have difficulty in reporting and remedying their situation. This is compounded by the fact that hazing or bullying often leaves its victims psychologically and physically vulnerable. Given this, the assistance of an attorney or other advocate can make a significant difference in victims’ ability to demand correction of the problem.
Generally, victims may report abuse and bullying to the command, to military law enforcement, or to the Inspector General. While EO is used to track reports and data, it is unlikely that they provide a good reporting option; AR 600-20, for example, clearly states that these are not EO complaints.
NOSY NEIGHBORS AND THE GANG are simply a common black market GANG--------and as with all GANGS they mirror FREEMASONRY in rituals like HAZING/BULLYING. As we see below in state law, involving----encouraging------requiring children to participate in these HAZING/BULLYING rituals is CRIMINAL----------
So, when NOSY NEIGHBORS are talking through hacked devices with microphones inside people's apartments or homes making all kinds of threats ----doing psycho-sexual torture-----telling that victim of illegal surveillance they MUST LEAVE-----they will be THROWN OUT of that living space----etc. then THE NETWORK and public surveillance structure allowing these black market activities onto these spaces are guilty of unlawful criminal activities of YOUTH.
Here is the talk at school from a NOSY NEIGHBOR AND THE GANG child------
WE GET TO LOOK AT THAT NEIGHBOR AND SEE HIM/HER UNDRESSING, SHOWERING, HAVING HARD CORE SEX-----WE GET RID THEM FAST ENOUGH ONCE WE HAVE THAT PORN.
Code of Virginia
Table of Contents » Title 18.2. Crimes and Offenses Generally » Chapter 4. Crimes Against the Person » Article 4. Assaults and Bodily Woundings » § 18.2-55.1.
Hazing of youth gang members unlawful; criminal liability
2004, c. 850; 2005, c. 843.
- The chapters of the acts of assembly referenced in the historical citation at the end of this section may not constitute a comprehensive list of such chapters and may exclude chapters whose provisions have expired.
§ 18.2-55.1. Hazing of youth gang members unlawful; criminal liability.It shall be unlawful to cause bodily injury by hazing (i) any member of a criminal street gang as defined in § 18.2-46.1, or (ii) a person seeking to become a member of a youth gang or criminal street gang. Any person found guilty of hazing is guilty of a Class 1 misdemeanor.
For the purposes of this section, "hazing" means to recklessly or intentionally endanger the health or safety of a person or to inflict bodily injury on a person in connection with or for the purpose of initiation, admission into or affiliation with or as a condition for continued membership in a youth gang or criminal street gang regardless of whether the person so endangered or injured participated voluntarily in the relevant activity.
Children of NOSY NEIGHBORS AND THE GANG become highly sexualized at an age when children at that earliest stage of EMOTIONAL DEVELOPMENT------IE, MASLOV THEORY OF DEVELOPMENT-------and bullying manifests between genders------between children of same gender-----and what should be normal sexual development is made DEVIANT AND VIOLENT.
Who knows HITTING and illegal surveillance with PORN exists in each community? Well, Baltimore City Police-----our public school administrators-----our community association leaders all of which PRETEND they are doing STOP BULLYING CAMPAIGNS.
Oct. 20, 2014
High School Hazing Can Be a Sex Crime
By: Andrew Weisberg
Category: Sex Crimes
High school hazing, depending on who you ask, may be described as a “rite of passage,” a “mostly harmless tradition,” or “just a part of growing up.” In recent years, however, high school hazing has been getting more attention and is now recognized as an act of bullying that sometimes even crosses over into criminal behavior.
The latest hazing incident to make headlines comes from a Sayreville War Memorial High School, a prep school in New Jersey, where seven students on the school’s football team have been charged with sex crimes for their attacks on four students between September 19th and September 29th of this year. Authorities allege that the football players held other teens against their will, touched them in a sexual manner (including an act of sexual penetration), and kicked one of the victims.
According to an Associated Press report released on October 11th, the alleged perpetrators are being held in custody while awaiting a decision to be held in a juvenile detention center or released to their families. In light of the incident, the school’s entire football team has been cancelled, and Penn State has revoked a scholarship offer they had made to one of the football players.
As I am writing this a UMMS University of Maryland Baltimore staff walked by and said HIT HER!
This is school zone-------trying to make this an 'US' and not 'THEM' zone.
If we read the elements this EVERYONE IS WELCOME anti-bullying it never included POLITICAL STANCE--------this is why today in US we only have FAR-RIGHT WING GLOBAL BANKING 1% NEO-LIBERALISM morphing to far-right wing extreme wealth extreme poverty militaristic, authoritarian ----TOTALITARIAN global corporate MARXISM.
The victim of NOSY NEIGHBOR illegal surveillance and PORN is RUINED ------Hmmm, that is not NICE.
(Anti-bullying song for kids!)
Harry Kindergarten Music
Published on Mar 2, 2014
BULLY-FREE ZONE To purchase this song in video format (.mp4) or audio format (.m4a), please visit www.harrykindergartenmusic.com!
WWW.HARRYKINDERGARTENMUSIC.COM Hip songs & videos for the K-2 classroom!
The other aspect of PUBLIC EDUCATION PUBLIC POLICY we will discuss this week segues from last week's discussion of PHYSICS public policy. We discussed how open discussion of basic science these few decades have been totally captured to a GROUP SPEAK of one pathway which ends being the only pathway funded by Federal agencies. Now, corporate R AND D has always been a controlled environment geared to APPLIED science, patented products. Our PUBLIC RESEARCH UNIVERSITIES were where the broad open discussion on basic science occurred.
STEADY STATE disappeared completely because CORPORATE EDUCATION took our public universities------course content----testing centered upon only what corporations said was important.
Below we show again that example of IDHEF-----a corporate dental education program having course content telling us only BIG BANG/INFLATIONARY model is correct.
Whether GROUP SPEAK is tied to SOCIETAL CHANGES----like NOSY NEIGHBOR AND THE GANG working to make sure only certain people are in a community----or whether GROUP SPEAK takes all of our US education structures via COMMONER CORE/RACE TO TOP ------killing access to REAL INFORMATION-----
BOTH HAVE GOALS OF CREATING HYPER-COMPETITIVE ENVIRONMENTS WHICH FUEL 'HITTING' AND 'BULLYING' CULTURE.
We see with this CORPORATE DENTAL school the idea of EVIDENCE-BASED DATA------AKA ----FAKE NEWS FAKE DATA.
IDHEF Forum, part 3: The long reach of corporate education in dental hygiene
Maria Perno Goldie, RDH, shares information that dental hygiene leaders from the corporate setting provided at the International Dental Hygiene Educators' Forum in California.
May 27th, 2017
By Maria Perno Goldie, RDH, MS
The Third International Dental Hygiene Educator’s Forum was held March 17 in Long Beach, Calif., prior to the American Dental Education Association (ADEA) meeting. The meeting was created by Sylvia Fresmann, DH, and Maria Perno Goldie, RDH, MS. Mare than 65 participants, speakers, and sponsors from the United States, Canada, Portugal, Australia, Germany, and Japan attended.
This article is the third in a series about the International Dental Hygiene Educator’s Forum (IDHEF). This article will focus on corporate professional educators involved with the program. To see the first and second articles, click here and here.
We were fortunate to have wonderful and generous sponsors for this meeting: Philips, Dentsply Sirona, Colgate, and P&G.
Cindy Sensabaugh, CRDH, MSDH, Philips North America manager of professional education and academic relations, and Gail B. Stoops, RDH, BSDH, senior manager of professional relations in the U.S. and Canada, Philips distributed Sonicare FlexCare Platinum Connected electric toothbrushes to every participant. In addition to product information, Philips Oral Healthcare is continually adding to the online catalog of educational materials and resources for clinicians and patients, including clinical studies, office literature and videos. To learn more about these state of the art toothbrushes, clinical studies, other resources and education, visit the professional website of Philips.
Shirley Beaver, RDH, MS, PhD, from Fox College and Katherine Woods, MPH, PhD, CRDH, from St. Petersburg College gave a presentation titled, Using CARE to Foster Critical Thinking Skills. Their objectives were to provide knowledge of disease indicators and risk factors associated with oral disease to complete a risk assessment, so that those present could further develop clinical protocols to manage oral disease and promote oral health. They provided resources and tools for routine comprehensive patient screenings, so participants could use the CARE tool assessment data to provide evidence-based, patient-centered care.
L to R: Cindy Sensabaugh, Katie Woods, Shirley Beaver
Idhefpresentationmsh6217Drs. Beaver and Woods discussed the benefits of using the CARE tool as easy to use, students have a well-designed format to follow, it includes CDT Codes for insurance purposes, and CARE assessments can guide evidence-based searches regarding patient education and treatment. For more on the CARE tool, visit http://www.philipscare.com/assess.
Gail Y. Malone, RDH, BS, the global professional services senior manager of clinical affairs of Dentsply Sirona Preventive presented Curricula for Ultrasonic Instrumentation, Aligning the Curriculum According to the Evidence. Gail discussed the rationale for introducing ultrasonic instrumentation earlier in the students’ curriculum, while recognizing there could be resistance and perceived obstacles to introducing this concept earlier among faculty at dental hygiene schools. Gail mentioned the need to have more foundational instruction in ultrasonics similar to hand instrumentation, and why it is important to support the development of a dental hygiene graduate who is competent at both instrumentation techniques.
Malonemsh6217Gail mentioned that Dentsply pioneered ultrasonic scaling in 1957! Does anyone remember this unit? I do! The focus of periodontal therapy at this time was on calculus and cementum removal. The best scientific evidence at this time demonstrated that endotoxins were firmly embedded in the cementum of the root. In order to achieve healing, it was necessary to remove the contaminated layers of cementum. The success of SRP therapy was determined by obtaining root surfaces free of calculus deposit and planed to the smoothness of glass. Because of these beliefs and concerns about potential root surface damage, the ultrasonic scaler was reserved for the removal of heavy supragingival calculus.
Things have changed! We know now that power scaling can effectively treat a wide range of patient needs from maintaining oral health to treating patients with periodontal disease. Power scaling is an efficient and effective means for full-mouth debridement, and proper technique and tip selection is necessary for success in thorough debridement. The basics fundamentals of hand instrumentation apply to powered instrumentation. Instructions must include: adaptation of the working-end must be precise, angulation must be correct, and activation of the instrumentation stroke must be precise.
According to a survey by the Ultrasonic Scaling Teaching Institute (USTI), the greatest challenges to teaching ultrasonic instrumentation are curriculum, time, technique, and faculty calibration. The aim of the company in their research is that the findings will influence future curriculum changes in dental hygiene education programs, thereby reflecting a contemporary approach to ultrasonic instrumentation in preparing dental hygiene students to deliver evidence-based periodontal therapies.
Gail left us with a quote: “The profession has yet to complete the shift…the reasons…likely being an unwillingness to let go of long-held misperceptions about the superiority of manual instrumentation.” (George MD, Donley TG, and Preshaw PM. Ultrasonic Periodontal Debridement: Theory and Technique. September 2014, ©2014, Wiley-Blackwell. Page 35.)
Martinamugmsh6217Phyllis Martina, RDH, MBA, North America senior academic relations manager at Colgate presented Academia and Corporations. Phyllis shared that Colgate, like many companies, are certainly in business to make a profit, but they also wish to engage students, educate clinicians and patients, promote the profession, and help dental hygienists to understand the benefits of their products so they will use them in school and into practice. They evaluate the evidence and compare to other products.
Dental corporation can help you in your practice in many ways. They teach specialized subjects live and online, provide scientific information on treatment and products for student and patient use, and provide best practices on the products use. Corporate representatives are often well qualified dental hygiene professionals with significant teaching and/or business experience, and may be former faculty members. Corporations such Colgate want faculty and students to get a variety of experiences, want to help develop and exercise critical thinking skills, and of course, want your loyalty.
There are benefits to working with corporations, especially for faculty members. It frees your time, expands your course offerings and educational resources, provides poster research and class room discussion topics, and helps to develop informed professionals who use their critical thinking skills in their professional lives.
Phyllis also mentioned that the Journal of Evidence-Based Dental Practice (JEBDP) is seeking articles describing dental hygiene/dental practice in various countries. The “Annual Report on Dental Hygiene” is a special issue of the JEBDP, published initially in 2014 and again in 2016. If interested contact Terri.Tilliss@incidentalsconsulting.com.
And last, but not least, P&G/Crest-Oral-B was represented by Amy Kinnamon, RDH, EFDA, BASc, P&G’s North America professional and scientific relations manager. Mário Rui Araújo, PhD candidate, M. Psych, BSDH, RDH, and his presentation Innovations in Oral Care Instruction – A SMART approach, was sponsored by Crest/Oral-B. Mario’s presentation was featured in Part 1 of this series.
We are already working on the fourth IDHEF!
Below we see just what we discussed today------in TOTALITARIANISM. The 'government' prohibits opposition parties-----you know----REAL left social progressives like me-------restricts any exercise of civil rights ------and extreme control of public and private life.
NOSY NEIGHBORS AND THE GANG simply a tool for installing DEEP, DEEP, REALLY DEEP STATE.
NOSY NEIGHBORS will say----I'm after them as they make ME a victim of illegal criminal surveillance inside my home ------and money-making from UNCONSENTED PORN.
Published on Aug 16, 2018
Totalitarianism is a mode of government that prohibits opposition parties, restricts individual opposition to the state and its claims, and exercises an extremely high degree of control over public and private life
ALL'S WELL THAT ENDS WELL-----well, that would be what a BULLY would think. We will discuss MASLOV'S tools used in education public policies most of last century----you know, when US PUBLIC SCHOOLS were PUBLIC.
The BEANIE CAP is a symbol of our NERDS/GEEKS---the video showing a dismemberment of human emotional development with advancing NEW CREATION STORY...
Neo-liberalism is END JUSTIFIES THE MEANS. Stanford Total Prison model changing GOOD TO EVIL would deconstruct this MASLOW emotional development model based upon REAL left social progressivism.
ALL CAPS - "Maslow Pyramid" (Official Music Video)
Animated & Edited by Quentin Heroguer. "Maslow Pyramid" official music video Last track from ALL…