Tag Archives: Hazing

University of California Berkeley study: New 3D printer shapes objects with rays of light: The technology has potential to transform how products from prosthetics to eyeglass lenses are designed and manufactured

2 Feb

3D Printer.com describes what a 3D printer is:

3D printing or additive manufacturing is a process of making three dimensional solid objects from a digital file.
The creation of a 3D printed object is achieved using additive processes. In an additive process an object is created by laying down successive layers of material until the object is created. Each of these layers can be seen as a thinly sliced horizontal cross-section of the eventual object.
3D printing is the opposite of subtractive manufacturing which is cutting out / hollowing out a piece of metal or plastic with for instance a milling machine.
3D printing enables you to produce complex (functional) shapes using less material than traditional manufacturing methods….
How Does 3D Printing Work?
It all starts with the creation of a 3D model in your computer. This digital design is for instance a CAD (Computer Aided Design) file. A 3D model is either created from the ground up with 3D modeling software or based on data generated with a 3D scanner. With a 3D scanner you’re able to create a digital copy of an object…. https://3dprinting.com/what-is-3d-printing/

See, What is 3D printing and how does it work https://www.youtube.com/watch?v=Vx0Z6LplaMU

Alek Hidell of Anonymous posted 3D Printed Guns Make Gun Control Debate Obsolete:

That brings up a whole new debate. If you are able to manufacture banned, hard to get or untraceable guns, the entire existing gun debate becomes irrelevant. Who cares about background checks when you can make your AR at home?
Everyone should have seen this coming. Where there is a will, there is a way. The future of 3D printed guns is uncertain, but the conversation is only just beginning. I’m pretty sure that like all other digital information, once its out there, its out there and cannot be turned back. While politicians go around in circles with the current gun debate in the U.S., innovators like Cody Wilson will be there to show the folly in their ways…. http://anonhq.com/3d-printed-guns-make-gun-control-debate-obsolete/

3D printing is another area where technology will have profound impact on society.

Science Daily reported in New 3D printer shapes objects with rays of light: The technology has potential to transform how products from prosthetics to eyeglass lenses are designed and manufactured:

A new 3D printer uses light to transform gooey liquids into complex solid objects in only a matter of minutes.
Nicknamed the “replicator” by the inventors — after the Star Trek device that can materialize any object on demand — the 3D-printer can create objects that are smoother, more flexible and more complex than what is possible with traditional 3D-printers. It can also encase an already existing object with new materials — for instance, adding a handle to a metal screwdriver shaft — which current printers struggle to do.
The technology has the potential to transform how products from prosthetics to eyeglass lenses are designed and manufactured, the researchers say.
“I think this is a route to being able to mass-customize objects even more, whether they are prosthetics or running shoes,” said Hayden Taylor, assistant professor of mechanical engineering at the University of California, Berkeley, and senior author of a paper describing the printer, which appears online today (Jan. 31) in the journal Science.
“The fact that you could take a metallic component or something from another manufacturing process and add on customizable geometry, I think that may change the way products are designed,” Taylor said.
Most 3D printers, including other light-based techniques, build up 3D objects layer by layer. This leads to a “stair-step” effect along the edges. They also have difficulties creating flexible objects because bendable materials could deform during the printing process, and supports are required to print objects of certain shapes, like arches.
The new printer relies on a viscous liquid that reacts to form a solid when exposed to a certain threshold of light. Projecting carefully crafted patterns of light — essentially “movies” — onto a rotating cylinder of liquid solidifies the desired shape “all at once.”
“Basically, you’ve got an off-the-shelf video projector, which I literally brought in from home, and then you plug it into a laptop and use it to project a series of computed images, while a motor turns a cylinder that has a 3D-printing resin in it,” Taylor said. “Obviously there are a lot of subtleties to it — how you formulate the resin, and, above all, how you compute the images that are going to be projected, but the barrier to creating a very simple version of this tool is not that high.”
Taylor and the team used the printer to create a series of objects, from a tiny model of Rodin’s “The Thinker” statue to a customized jawbone model. Currently, they can make objects up to four inches in diameter.
“This is the first case where we don’t need to build up custom 3D parts layer by layer,” said Brett Kelly, co-first author on the paper who completed the work while a graduate student working jointly at UC Berkeley and Lawrence Livermore National Laboratory. “It makes 3D printing truly three-dimensional….” https://www.sciencedaily.com/releases/2019/01/190131143330.htm

Citation:

New 3D printer shapes objects with rays of light
The technology has potential to transform how products from prosthetics to eyeglass lenses are designed and manufactured
Date: January 31, 2019
Source: University of California – Berkeley
Summary:
A new 3D printer uses light to transform gooey liquids into complex solid objects in only a matter of minutes. The printer can create objects that are smoother, more flexible and more complex than what is possible with traditional 3D-printers. It can also encase an already existing object with new materials, which current printers struggle to do.

Journal Reference:
Brett E. Kelly, Indrasen Bhattacharya, Hossein Heidari, Maxim Shusteff, Christopher M. Spadaccini, Hayden K. Taylor. Volumetric additive manufacturing via tomographic reconstruction. Science, 2019 DOI: 10.1126/science.aau7114

Here is the press release from UC Berkeley:

New 3D printer uses rays of light to shape objects, transform product design
By Kara Manke| January 31, 2019
A new 3D printer uses light to transform gooey liquids into complex solid objects in only a matter of minutes.
Nicknamed the “replicator” by the inventors — after the Star Trek device that can materialize any object on demand — the 3D printer can create objects that are smoother, more flexible and more complex than what is possible with traditional 3D printers. It can also encase an already existing object with new materials — for instance, adding a handle to a metal screwdriver shaft — which current printers struggle to do.
The technology has the potential to transform how products from prosthetics to eyeglass lenses are designed and manufactured, the researchers say.
“I think this is a route to being able to mass-customize objects even more, whether they are prosthetics or running shoes,” said Hayden Taylor, assistant professor of mechanical engineering at UC Berkeley and senior author of a paper describing the printer, which appears online today (Jan. 31) in the journal Science.
“The fact that you could take a metallic component or something from another manufacturing process and add on customizable geometry, I think that may change the way products are designed,” Taylor said.
Most 3D printers, including other light-based techniques, build up 3D objects layer by layer. This leads to a “stair-step” effect along the edges. They also have difficulties creating flexible objects because bendable materials could deform during the printing process, and supports are required to print objects of certain shapes, like arches.
The new printer relies on a viscous liquid that reacts to form a solid when exposed to a certain threshold of light. Projecting carefully crafted patterns of light — essentially “movies” — onto a rotating cylinder of liquid solidifies the desired shape “all at once.”
“Basically, you’ve got an off-the-shelf video projector, which I literally brought in from home, and then you plug it into a laptop and use it to project a series of computed images, while a motor turns a cylinder that has a 3D printing resin in it,” Taylor said. “Obviously there are a lot of subtleties to it — how you formulate the resin, and, above all, how you compute the images that are going to be projected, but the barrier to creating a very simple version of this tool is not that high.”
Taylor and the team used the printer to create a series of objects, from a tiny model of Rodin’s “The Thinker” statue to a customized jawbone model. Currently, they can make objects up to four inches in diameter.
“This is the first case where we don’t need to build up custom 3D parts layer by layer,” said Brett Kelly, co-first author on the paper who completed the work while a graduate student working jointly at UC Berkeley and Lawrence Livermore National Laboratory. “It makes 3D printing truly three-dimensional.”
The new printer was inspired by the computed tomography (CT) scans that can help doctors locate tumors and fractures within the body.
CT scans project X-rays or other types of electromagnetic radiation into the body from all different angles. Analyzing the patterns of transmitted energy reveals the geometry of the object.
“Essentially we reversed that principle,” Taylor said. “We are trying to create an object rather than measure an object, but actually a lot of the underlying theory that enables us to do this can be translated from the theory that underlies computed tomography.”
Besides patterning the light, which requires complex calculations to get the exact shapes and intensities right, the other major challenge faced by the researchers was how to formulate a material that stays liquid when exposed to a little bit of light, but reacts to form a solid when exposed to a lot of light.
“The liquid that you don’t want to cure is certainly having rays of light pass through it, so there needs to be a threshold of light exposure for this transition from liquid to solid,” Taylor said.
The 3D printing resin is composed of liquid polymers mixed with photosensitive molecules and dissolved oxygen. Light activates the photosensitive compound which depletes the oxygen. Only in those 3D regions where all the oxygen has been used up do the polymers form the “cross-links” that transform the resin from a liquid to a solid. Unused resin can be recycled by heating it up in an oxygen atmosphere, Taylor said.
“Our technique generates almost no material waste and the uncured material is 100 percent reusable,” said Hossein Heidari, a graduate student in Taylor’s lab at UC Berkeley and co-first author of the work. “This is another advantage that comes with support-free 3D printing.”
The objects also don’t have to be transparent. The researchers printed objects that appear to be opaque using a dye that transmits light at the curing wavelength but absorbs most other wavelengths.
“This is particularly satisfying for me, because it creates a new framework of volumetric or ‘all-at-once’ 3D printing that we have begun to establish over the recent years,” said Maxim Shusteff, a staff engineer at the Livermore lab. “We hope this will open the way for many other researchers to explore this exciting technology area.”
Indrasen Bhattacharya of UC Berkeley is co-first author of the work. Other authors include Christopher M. Spadaccini of Lawrence Livermore National Laboratory.
This work was supported by UC Berkeley faculty startup funds and by Laboratory-Directed Research and Development funds from Lawrence Livermore National Laboratory. The team has filed a patent application on the technique.
RELATED INFORMATION
• Volumetric additive manufacturing via tomographic reconstruction (Science)
• Taylor lab website
https://news.berkeley.edu/2019/01/31/new-3d-printer-uses-rays-of-light-to-shape-objects-transform-product-design/
If a person is intent on harm, there are a variety of methods. Table 20 of the Uniform Crime Report provides those statistics. http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/crime-in-the-u.s.-2011/tables/table-20

Guns are not the only instruments of harm.

Evie Blad reported in the Education Week article, School Stabbings Signal Need for Broad Safety Plans: Experts question hyperfocus on guns:

Large-scale shootings have been a dominant driver of school safety debates, but a stabbing spree at a Pennsylvania high school this month should serve as a reminder that educators need to be prepared for a range of situations—including smaller, nonfatal incidents that don’t involve guns at all, school safety experts say.
Following most school shootings—like the December 2012 killings at Sandy Hook Elementary School in Newtown, Conn.—conversation quickly turns to the polarizing subject of gun policy.
And while some districts work to implement comprehensive safety plans that address mental-health concerns, school climate, and security procedures, policymakers often direct efforts and resources specifically toward the prevention of gun-related incidents, experts say.
“When we focus our policy responses almost entirely on firearms in these events, we overlook major things and we aren’t going to address the root of the problem,” said Laura E. Agnich, an assistant professor of criminal justice and criminology at Georgia Southern University in Statesboro.
That narrow focus can lead to “knee jerk” responses such as overly broad zero-tolerance policies and costly building upgrades, instead of research-based school climate measures and carefully practiced safety procedures, Ms. Agnich said.
In the 2010-11 school year, U.S. public schools reported 5,000 cases of student possession of a firearm or explosive device, and 72,300 cases of possession of a knife or other sharp object, according to the most recent information available from the U.S. Department of Education…. http://www.edweek.org/ew/articles/2014/04/23/29knives_ep.h33.html

NI Direct of Northern Ireland has some great information for parents about knife crimes.

In the article, Keeping your child safe from knife crime, NI Direct advises:

Know the law
Before talking to your child about knives, you need to know the facts:
• it is illegal for anyone to carry a knife if they intend to use it as a weapon – even in self defence
• police can search anyone they suspect of carrying a knife
• carrying a knife could mean being arrested, going to court and getting a criminal record, or even a prison sentence
• Knives, offensive weapons and the law (crime, justice and the law section)
Knives in school
It is a criminal offence to have a knife or other weapon on school premises. If a knife or other weapon is found on a pupil, the police will be called and it is likely the pupil will be arrested.
• School attendance and absence: the law
• If your child is arrested and charged
Talking to your child about knives
The best way to stop your child getting involved with knives is to talk to them about the dangers. This may not be easy as they may not want to talk about it, but keep trying as this is the first step to keeping your child safe.
You should remind them that by carrying a knife they are:
• giving themselves a false sense of security
• potentially arming an attacker, increasing the risk of getting stabbed or injured
• breaking the law
Keep a look out
Sometimes there might be obvious reasons for you to think your child is carrying a knife – such as a knife going missing from the kitchen.
However, there are other more subtle signs that you and the parents of your child’s friends can look out for such as:
• school’s not going well or they don’t want to go in to school at all
• they’ve been a recent victim of theft/bullying/mugging
• a different network of friends who may be older than your child…
http://www.nidirect.gov.uk/keeping-your-child-safe-from-knife-crime

The American Knife and Tool Institute (AKTI) has a great discussion about the laws governing knives. https://www.akti.org/legislation/guide-understanding-knife-laws-america

School violence is a complex set of issues and there is no one solution. The school violence issue mirrors the issue of violence in the larger society. Trying to decrease violence requires a long-term and sustained focus from parents, schools, law enforcement, and social service agencies.

Resources:

A Dozen Things Students Can Do to Stop School Violence http://www.sacsheriff.com/crime_prevention/documents/school_safety_04.cfm

A Dozen Things. Teachers Can Do To Stop School Violence
http://www.ncpc.org/cms-upload/ncpc/File/teacher12.pdf

Preventing School Violence: A Practical Guide
http://www.indiana.edu/~safeschl/psv.pdf

Related:

Violence against teachers is becoming a bigger issue https://drwilda.com/2013/11/29/violence-against-teachers-is-becoming-a-bigger-issue/

Hazing remains a part of school culture
https://drwilda.com/2013/10/09/hazing-remains-a-part-of-school-culture/

FEMA issues Guide for Developing High-Quality School Emergency Operations Plans
https://drwilda.com/2013/07/08/fema-issues-guide-for-developing-high-quality-school-emergency-operations-plans/

Study: 1 in 3 teens are victims of dating violence
https://drwilda.com/2013/08/05/study-1-in-3-teens-are-victims-of-dating-violence/

Pediatrics article: Sexual abuse prevalent in teen population
https://drwilda.com/2013/10/10/pediatrics-article-sexual-abuse-prevalent-in-teen-population/

Where information leads to Hope. © Dr. Wilda.com

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Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Hazing remains a part of school culture

9 Oct

Babson College reported the following hazing statistics in Important Hazing Statistics:

According to national statistics from insidehazing.com.
•More than 250,000 students experienced some sort of hazing to join a college athletic team.1
•5% of all college students admit to being hazed.2
•40% admit to knowing about hazing activities.2
•40% report that a coach or club advisor was aware of the hazing.2
•22% report that the coach or advisor was involved in the hazing.2
•50% of the female NCAA Division I athletes reported being hazed.3
•More than 20% of female NCAA athletes were subjected to alcohol-related hazing; however even a higher percentage admitted to “mental hazing” which ranged from singing to being kidnapped.3
•10% of the female NCAA athletes were physically hazed including being branded, tattooed, beaten thrown in water of having their head forcibly shaved.3
•6-9% of the female NCAA athletes were subjected to sexually related hazing including harassment, actual assault or being expected to simulate sex activities.3
•Alcohol consumption, humiliation, isolation, sleep- deprivation, and sex acts are hazing practices common across types of student groups.
•There are public aspects to student hazing including: 25% of coaches or organization advisors were aware of the group’s hazing behaviors; 25% of the behaviors occurred on-campus in a public space; in 25% of hazing experiences, alumni were present; and students talk with peers (48%, 41%) or family (26%) about their hazing experiences.
•In more than half of the hazing incidents, a member of the offending group posts pictures on a public web space.
•Students recognize hazing as part of the campus culture; 69% of students who belonged to a student activity reported they were aware of hazing activities occurring in student organizations other than their own.
•Students report limited exposure to hazing prevention efforts that extend beyond a “hazing is not tolerated” approach.
•47% of students come to college having experienced hazing.
•Nine out of ten students who have experienced hazing behavior in college do not consider themselves to have been hazed.
•29% of Greek leaders are concerned with the overuse of alcohol during pledge activities.4
•36% say they would not report a hazing primarily because “there’s no one to tell” and 27% feel that “adults won’t handle it right.”1
•Students are more likely to be hazed if they knew an adult who was hazed.1
References
1.Alfred Univeristy Study, Dr. Norm Pollard,
Dr. Elizabeth Allen, et. al, 1999
2.National Study of Student Hazing (prelim),
Dr. Elizabeth Allen and Dr. Mary Madden 2006
3.Dissertation, Dr. Colleen McGlone, 2005
4.Insidehazing, Dr. Susan Lipkins, 2006
http://www.babson.edu/student-life/community-standards/hazing/Pages/important-hazing-statistics.aspx

Hazing occurs all over the country in high school and college settings.

John Higgins reported in the Seattle Times article, 11 Garfield students ‘banned’ in hazing case:

The Seattle school district has “banned” 11 Garfield High School students suspected of participating in a recent off-campus hazing incident until officials decide whether further discipline is warranted.
The students were told Friday not to return to class on Monday. Such “emergency expulsions” generally don’t last longer than two weeks, said Seattle Public Schools spokeswoman Teresa Wippel.
“It’s not an official disciplinary action. It just removes students from the school environment while the investigation is being conducted,” she said. “They are banned from coming on campus, and they also can’t participate in any sports or extracurricular activities while they’re emergency expelled. So they’re not supposed to have any contact with Garfield at all.”
Generally, Wippel said, “Ten days is the most that we would keep anybody out. And during that time, we do encourage the students to do their classwork at home and to keep on top of their work by corresponding with their teachers.”
Eight of the 11 students also have been identified by Seattle police as suspects in the incident, Wippel said.
Garfield Principal Ted Howard and a group of police officers broke up a large student gathering after school on Sept. 27 at the Washington Park Arboretum. They discovered underclassmen were being paddled, wearing diapers, having eggs thrown at them and shoe polish put on them.
In an email to parents, Howard said the group of about 100 students was drinking “hard alcohol and beer.” After he arrived, several shouted profanities as they ran away, including one who tossed a racial slur at Howard, who is African American. At least one fender-bender accident occurred nearby, caused by the fleeing students running in front of cars, Howard said.
Howard recognized some of the students’ faces, though others ran before he could identify them, and some were wearing disguises, Wippel said.
The school’s website says hazing is not tolerated, will result in suspension and that acts of hazing “will be considered criminal offenses and treated as such.” Incidents are reported “to ALL college school applications and/or work references” of those involved, the website says.
It’s not clear how many students were subjected to the hazing, but students and school officials have made clear that these types of incidents, known as “froshing,” are nothing new at the school. Wippel characterized it as a “tradition” at Garfield.
Student Body President Kellen Bryan confirmed that: It happens twice a year, he said — on Fridays before the homecoming and “purple and white” weekends. The student government doesn’t condone it. In fact, it provides alternatives, such as free barbecues, specifically to discourage students from taking part, Bryan said.
Another senior said it’s so pervasive in the school culture that some feel as though the only way to join clubs and meet upperclassmen is by first going through the “froshing.”
http://seattletimes.com/html/education/2021988685_garfieldhazingxml.html

Hazing is a complex set of behaviors.

Hazing Prevention.org defines What is hazing?

Hazing is any action taken or situation created intentionally:
•that causes embarrassment, harassment or ridicule
•risks emotional and/or physical harm
•to members of an group or team
•whether new or not
•regardless of the person’s willingness to participate
Still confused? Ask yourself these questions:
•Would I feel comfortable participating in this activity if my parents were watching?
•Would we get in trouble if the Dean of Students walked by?
•Am I being asked to keep these activities a secret?
•Am I doing anything illegal?
•Does participation violate my values or those of my organization?
•Is it causing emotional distress or stress of any kind to myself or others?
•If someone were injured, would I feel comfortable being investigated by the insurance carrier?
•When I apply for jobs, can I take the onus of having a criminal arrest on my record?
An excellent article about the complex nature of hazing was published by Diverse Issues in Higher Education (2009).
What’s “bystander behavior?”
Bystander behavior is what people demonstrate when they watch hazing occur without intervening.
What’s the difference between hazing and bullying?
The difference between hazing and bullying is subtle. The same power dynamics are involved. The same intimidation tactics are used. The same second-class citizenship issues arise. The only real difference between bullying and hazing is that bullying can happen to anyone, anytime and is used as a means to exclude someone. Hazing is an instrument of including people by having them earn their way into a group, occurring only in the context of being new to an organization, team or group. Bullying is about exclusion; hazing, inclusion….. http://www.hazingprevention.org/hazing-information/hazing-definitions.html

Stop Hazing.org lists types of hazing behavior:

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.
More Examples.

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).
Some Examples:
• 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).
Some Examples:
• 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.
Some Examples:
• 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
http://www.stophazing.org/definition.html

In order to prevent hazing, schools and parents need to have acceptable means of induction into a group.

Respect the Game suggests the following:

Schools should take steps to stop hazing. Here are some suggestions:
Educate all coaches, students, parents, and other district employees about hazing awareness and the dangers of hazing.
Take seriously and investigate all rumors and reports of hazing.
Implement a strict anti-hazing policy and include a hazing section in the Athletic Code of Conduct that includes repercussions that are as serious as the act of hazing (e.g., suspension from team) that is to be signed by the student athletes and their parents.
Hold coaches responsible for what occurs on their team; do not let them plead ignorance. Hold them accountable and if they suspect hazing and do nothing about it, the coach should be aware that their job is at-risk.
Create alternative team building or spirit-building activities or traditions that carry a positive message (e.g., volunteering at a race for charity, going to a ropes/challenge course, or building a brick wall piece-by-piece as team goals are met).
http://www.ohsaa.org/RTG/Resources/hazing/Prevention.htm

Hank Nuwer, author of High School Hazing: When Rites Become Wrongs and three other books on hazing, suggested the following in the ABC News report, How to Stop Hazing:

Help establish welcome programs for first-year and transfer students. Rites of passage are integral and valuable in welcoming new members to a group or students to a school, but mentoring programs are more constructive than pledging rituals.
Reconsider all traditions in all school groups. The school choir is just as likely as the football team to have its own traditions. Faculty members need to be aware of what goes on in each group.
Urge your school to adopt a statement of awareness. Signing a written statement agreeing to a specific policy raises awareness of hazing and instills a sense of accountability in all participants.
Foster a spirit of camaraderie. One form of hazing is having younger students perform chores like carrying equipment. Everyone should share in these responsibilities so a better team spirit is created.
Require supervision at all group functions. Simply having an adult or teacher present at all times can go a long way in deterring hazing and preventing groups of kids from getting out of hand.
Don’t cover up hazing incidents. A “conspiracy of silence” often feeds off itself and becomes difficult to stop. If an episode of hazing is witnessed, it should be reported immediately so it can be dealt with right away.
Eliminate the risk of hazing. Only a zero-tolerance attitude will create an environment in which hazing is not accepted. Letting episodes slide is counter-productive to stopping hazing.
Contact hazing activists for guidance. Don’t lead the crusade alone. Anti-hazing activists and groups are there to assist those less experienced in fighting a widespread problem.
Don’t confuse discipline with abuse. Working hard, fostering teamwork, enforcing rules and learning fundamentals are all part of discipline and should be accepted by players and students. Shoving or verbally taunting someone is abuse and should never be tolerated by anyone. http://abcnews.go.com/US/story?id=90209&page=1

As with many problems, the key is early diagnosis and intervention with appropriate action to discourage hazing. Purposeful harm to another person is never acceptable.

Related:

Ohio State University study: Characteristics of kids who are bullies https://drwilda.com/2012/03/13/ohio-state-university-study-characteristics-of-kids-who-are-bullies/

Dr. Wilda Reviews: children’s book: ‘Bully Bean’ https://drwilda.com/2013/08/18/dr-wilda-reviews-childrens-book-bully-bean/

Kids need to tell teachers and schools when they are bullied https://drwilda.com/2013/04/08/kids-need-to-tell-teachers-and-schools-when-they-are-bullied/

Massachusetts Aggression Center study: Cyberbullying and elementary school children https://drwilda.com/2013/07/30/massachusetts-aggression-center-study-cuberbullying-and-elementary-school-children/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
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