Academic and Professional/Occupational Advice for American Citizens Under Thirty Years of Age

September 24th, 2017

The evil of socialism is what the British homosexual economist, John Maynard Keynes, brought to the devious and pragmatic mind of Franklin D. Roosevelt and his cronies before, and during, the Great Depression, an economic catastrophe that economist Milton Friedman said was “deliberately manufactured through the pragmatism of the Federal Reserve to reconstruct the American republic.” While at the University of Chicago, Dr. Friedman stated that the political and socioeconomic purpose of the Depression was to socialistically redistribute wealth through economic adversity in the USA; and it did just that. The deliberately engineered Great Depression created the American middle-class by dispossessing the small agrarian farmers and wage-earners of their lands and their means of sustaining themselves. Thomas Jefferson said as much as he sought to fight against Alexander Hamilton’s Bank of the United States, the embodiment of British federal banking and the forerunner of the Federal Reserve, saying that such an unconstitutional banking system would dispossess ordinary working Americans of their means of acquiring economic and financial mobility.

The basis of the advent of socialism in the USA was the imposition of high taxes and their austere, almost fascist, collection from hard-working Americans by the federal and State governments. The dubious passage of the 16th Amendment imposing the graduated income tax on the American citizen electorate came in 1913 at a time when 99 percent of the U.S. electorate and the State legislatures were against an un-apportioned federal income tax. The issue lingers ominously over the republic as to how this amendment was legally passed with such profound opposition from the electorate. Nonetheless, socialism can only exist where there are exorbitant taxes available for collection and use by government. Thus came the rampant spending of the federal government for its entry into World War I, and, later, the maintenance of FDR’s inexorably expanded federal regulatory agencies and administrations, which today number over 2,000 such entities exuding out of Washington, D.C. These ruling agencies are as blatantly unconstitutional as would be a law legislated by Congress placing a golden calf on the podium of the U.S. Senate to be worshipped, or a law requiring all children born in the States to be born only in hospitals and to have RFID chips placed into their neonatal bodies for Orwellian control over them. Yet, the pragmatic illegal legislative fiats of the U.S Supreme Court have placed the official “constitutional” seals of approval on these perverse acts of Congress creating these agencies and administrations; therefore the possibility, if not probability, of the latter-mentioned utterly tyrannical laws being imposed on the People is not mere fantasy. Such abysmal changes in the economic and governmental fabric of the republic have caused grave cultural changes in the presiding collective state of mind of the electorate.

For it used to be that normal healthy young people, teenagers, were encouraged by their fathers and mothers to begin working at an early age to develop personal responsibility, an appreciation for hard-work, and a value for the American dollar. In 1910, the U.S. dollar was worth 95 percent of it’s value, based on a standard of gold and silver, precious metals. In 1910, one-dollar could buy, either, 20 candy bars, nearly three gallons of milk, or a new well-made shirt from any retail store in the United States. I learned the value of money when I was seven years old,when my dad, a independent welder in East Texas, first instructed me to move some pig iron from one place to another in his shop yard. When I had done the job correctly, to my dad’s satisfaction, he came over to me and placed a silver quarter into my hand and said, “good job.” With that quarter I chose to buy 5 Hershey chocolate bars from a nearby store; and I realized at that moment that there was more money to be made. After that moment in time, I began doing all sorts of work for my dad, and I received just compensation for my work. When I was four years old, my mother taught me how to read and write, and I began to realize the power acquired with continual learning. Of course, my first grade teacher didn’t like the fact that I came into the first-grade reading “Little Golden Books” and “Nancy Drew” mystery books by Carolyn Keen. But my elementary school teachers, and the principal, were, unfortunately, statists, who had accepted the philosophy that students should be trained only to serve the community, state, and nation; and that the republic was not intended to serve the People, as the Constitutional Framers had intended. I mean, John F. Kennedy embellished statism in his famous statement, “Ask not what your country can do for you, but what you can do for your country.” And that statement preceded Lyndon Johnson’s pernicious experiment in socialism, the “Great Society” of welfare recipients, which miserably failed.

Since I had been raised in a working class environment, one that depended solely on financial success through continuous hard physical work, I was told by my parents throughout my formative years that I was going to be responsible for what schooling and learning I would obtain after high school; that is, the twelve free years of primary and secondary education afforded by law through local and State taxes to all American citizen children. Hence, I set about to learn as much as possible about electronic engineering technology during my elementary, junior-high, and high school years, a science in which I was very interested. I had also joined the Civil Air Patrol Cadet Program in 1963, paying my own dues of $13.00/year, in order to prepare for a military career, which I had aspired to achieve. My dear mother supported me 120 percent in this endeavor, and I remained in the CAP, a semi-military USAF auxiliary, until I enlisted in the U.S. Marine Corps in 1971. During those teenage years, I was hired continually by numerous local employers to do yard work, manual labor, and ranching chores, during the years of my public education, and during the summers between those years. All of this was done while tending to my chores at home.

Most children today, in most middle-class American citizen families, don’t know the definition of hard-work, or the value of an earned dollar, because they are not required to experience performing productive work until they are in their mid-to-late teens. Many young people never experience a job until after they graduate from high school. This is because the sociopolitical culture of the 21st Century USA is a permissive indulgent socialistic one that persists in treating young people like small children throughout their developmental years, insisting that children should not have to learn to work and to carry their own weight. The value of the American family, and the responsibilities of the mother and father, the parents, have been supplanted by a Hegelian statist philosophy that a village, instead of a family, is necessary to properly raise a child to adulthood. This is hogwash! The great Benjamin Franklin endorsed the great success of apprenticeships in families for American youth, for them to effectively learn a trade before turning eighteen years of age. A productive trade, he said, requires not only the ability to read, write, and perform arithmetic and advanced mathematics, but the ability to logically solve problems through acquired intuition. The great educator, Dr. Jerome Bruner, said basically the same thing in his small, but mighty, book, “The Process of Education. My dad taught me to weld when I was eight years old, and, even though I did not pursue welding as a vocation, I can still, to this day, use a basic arc-welder and an acetylene cutting/braising torch to work with metal. How many fathers today take the time to teach their children their trades and professions? Not that many, if any! Most parents thirty years and younger regard the public and private schools as solely responsible for the academic and intuitive development of their children. In reality, only those U.S. citizen parents currently scrounging for a payday-to-payday financial existence in a Keynesian economy (where a 2017 U.S. Federal Reserve one-dollar bill is worth only 2 cents compared to the value of a U.S. silver certificate one-dollar bill in 1910) have children who aspire work at an early age to help themselves and their families carve out meager financial existences. As they say, necessity is the mother of invention, and the statement proves true in such an economy as the USA has in the 21st Century.

All American children should be encouraged by their parents (Lord knows the encouragement will not come from the 21st Century society) to learn to do profitable and instructive work during their formative years. And those children should be paid by their parents when they perform profitable work at home. These children should be taught that going to college is not absolutely necessary to acquire salable work skills; that these skills may be acquired through public, or private, education, if the educational process is taken seriously by preadolescents and adolescents. A successful public school education should be treated by these children as a profitable job, wherein they are being offered the learning that will eventually provide them financial security for life. Their payment or compensation for harnessing themselves dutifully in vigilant classroom study will be their report cards that reflect the degree of learning acquired through vigilant study. Of course, report cards do not always reflect the long-term effect of the acquired learning. A child that studies continuously and gives 100% of his effort to his public school classes, burning, as they say, the mid-night oil to do well, and makes solid ‘B’ grades, will in all likelihood learn and retain much more than the student child who is blessed to find classroom learning easy and always makes a straight ‘A’ report card.

The socialist statist society is what is prevalent in today’s 21st Century world, and it is not, in the least bit, great! When children are told that going to college is an assured thing because of student loan financing, they are greatly disadvantaged. This egregious mindset leads them to think that society is going to pave the road to success for them, through the use of tax money. Most children today believe that to work, while they are going to public or private schools, means the imposition of cruel and unusual punishment upon them. The same applies to the application of proper discipline to preadolescent and adolescent children. When these recalcitrant and rebellious children have the means of reporting their loving parents for child abuse by simply dialing a hotline number, if they receive spankings from them, these unlearned, impulsive, impetuous, and undisciplined children have the means of remaining unlearned, impulsive, impetuous, and undisciplined, coddled by a permissive society, until the sad reality of adulthood harshly knocks them to their knees.

My advice to the American citizen parents of preadolescent and adolescent children is to follow what Benjamin Franklin, the great American Framer, scientist, and philosopher, gave as sound advice. The effective prior planning of families for the development of their children will, in most cases, prevent poor performance by these developing youth in any avenue of life; and the incremental valuation of work, money, and education in the minds of American youth, wrought through the implementation of personal industry, will lay a foundation for future success. As my dear mother said as her personal maxim, “A person should work like everything depends upon him, and pray like everything depends upon God.”

Leadership Is Mentoringship

September 24th, 2017

All leaders need mentors of their own! A mentor is someone who is wise and who can be trusted at all times. Mentors are often seen as counselors, teachers, coaches, advisors, positive role models, friends, or advocates. In short, a mentor is a person of influence who is probably older than the mentee and who is considered an expert in a particular area. Mentors take interest in developing another person’s leadership, gifts, talents, and abilities.

Mentors have both interpersonal and professional relationships with their mentees. They assist them with their personal goals, and they tailor their approach according to the personality and the current issue(s) of their mentees. Mentors also guide others according to the culture, ethnicity, gender and experiences of their mentee. There are many benefits of mentorship. Mentees will mostly benefit from being exposed to new knowledge, a new concept of life, and a new way of thinking about their craft.

The mentee will learn, because the mentor uses different teaching methods, many of which may differ from their own. In addition, he or she will learn by seeing things through the eyes of their mentor as the partners share their viewpoints. The mentee will benefit by improving their character, ethnics, morals, performance, retention rates, commitment, knowledge, and more. Other benefits include the following: the development of new skills, boosting one’s self-confidence, increasing cooperation and positive behavioral patterns.

A mentor can also benefit from mentoring others. He or she can gain leadership attributes and a better understanding of leadership as a whole, as it relates to the personal development of the mentee. A mentoring partnership can be an enriching experience. You can develop your leadership and communication skills as well as contribute toward your own career advancement.

Mentoring can also give you a great overall sense of personal satisfaction, knowing that you are helping someone else learn and grow on a professional and personal level.

Mentors can apply their leadership skills in the organization, especially by working with others with diverse backgrounds. They can gain knowledge that will improve their time management, communication, and networking skills by meeting regularly with their mentee.

Most importantly, the mentor will gain self-gratification by enriching their mentee’s lives. In this way, they are giving back to the community as they train others to become future mentors themselves. The process is cyclical in nature, and it serves mentors and mentees alike.

Mentoring sessions can be setup in four different ways:

1. Informal Structured Sessions. This is a series of casual and relaxed meetings over a brief period of time (SHORT TERM – for example, thirty days or less).

2. Informal Structured Sessions. This is a series of meetings that extend over a longer period of time (LONG TERM – for example, two years or perhaps indefinitely).

3. Highly Structured Sessions. This is a series of meeting sessions that are scheduled for a brief period of time (SHORT TERM- for example, thirty days or less).

4. Highly Structured Sessions. This is a series of meeting sessions that that extend over a longer period of time (LONG TERM – for example, two years or perhaps indefinitely).

Again, the way these meetings are setup will differ depending on a person’s personality, culture, ethnicity, gender, history, location, experiences, needs, and issue(s) at hand.

While the meeting sessions are taking place, mentors should keep in mind that there are a number of things they should and should not do while they are with their mentee. Below is a list of what mentors should and should not do in their meeting sessions:

Should Do:
1 Acknowledge the areas in which you can offer: information, skills, experiences, etc.
2 Acknowledge the areas in which you do not have the necessary skills and refer the mentee to other resources.
3 Agree upon a set schedule date and time to interact with the mentee -that is at least once a week or once a month.
4 Ask your mentee to help you make the topic decisions and plan the activities.
5 Assist in making the connection between his/her actions of today and the dreams and goals he/she has for tomorrow.
6 Make sure to be open with your mentee, but avoid being overtly critical right from the start.
7 Be committed to your mentee.
8 Be open-minded to new experiences and different ideas
9 Be patient and build trust.
10 Challenge, motivate, inspire and encourage.
11 Clarify expectations about the extent to which you will offer guidance.
12 Communicate examples of personal experiences and challenges-when appropriate.
13 Communicate openly about helpful information.
14 Contact your mentee, if you have not heard from him/her for a while.
15 Decide how you will interact in the future or at the next meeting.
16 Discuss all money transactions for any meeting sessions, activities, etc.
17 Discuss and define common goals and the meeting purpose.
18 Discuss any questions or concerns.
19 Discuss training and educational opportunities.
20 Discussions between you and your mentee are considered confidential.
21 Encourage self-directed reflection, analysis and problem solving.
22 Establish a safe location to meet your mentee.
23 Establish a phone number to reach your mentee.
24 Establish a time and date to meet with your mentee.
25 Establish an address to reach your mentee.
26 Establish boundaries with your mentee.
27 Explain to your mentee why you find his/her behavior acceptable or unacceptable.
28 Explore positive and negative consequences.
29 Get to know your mentee.
30 Get your mentee to trust you.
31 Give your mentee eye contact-when speaking.
32 Give negative and positive feedback to your mentee.
33 Give all points of view a fair hearing.
34 Have a mentor and mentee evaluation.
35 Have some fun with your mentee.
36 Identify the mentee’s interests and take them seriously.
37 If you have a concern that is beyond your ability, refer the person to someone else.
38 Influence the mentee through constructive feedback.
39 Leave messages on your mentee’s voice mail to cancel meetings.
40 Leave messages on your mentee’s voice mail to confirm meetings.
41 Listen carefully and offer possible solutions.
42 Look for signs of improvements.
43 Make sure the mentee understands they will see you again.
44 Measure the success of the relationship by the extent of the mentee’s disclosure.
45 Offer alternative perspectives.
46 Participate in periodic evaluations.
47 Present information carefully without distortion.
48 Progress toward completion of your mentoring objectives.
49 Protect the health and safety of your mentee.
50 Provide relevant books, web resources, articles, or other resources to the mentee.
51 Provide job shadowing opportunities or an on-site visit.
52 Provide professional networking opportunities.
53 Recommend developmental activities.
54 Remember to encourage your mentee.
55 Request long-term career guidance.
56 Respect the uniqueness and honor the integrity of your mentee.
57 Serve as a resource expert.
58 Set realistic expectations and goals for your mentee.
59 Suggest methods for advancing the mentee’s growth.
60 Think of ways to problem solve together.
61 Try to achieve the goals.
62 Watch your time management.
63 Work together to discuss development expectations, set objectives and complete a formal mentoring agreement.
64 You may include others (i.e. spouse, friends, other mentees/mentors and relatives) only when needed.
65 You may call for help if the mentee becomes out of control.

Should Not Do
1. Do not pass judgment concerning your mentee.
2. Do not spend an exorbitant amount of money for non-related subject materials.
3. Do not bring someone else with you when you are with your mentee.
4. Do not display any forms of misconduct or participate in any illegal actions.
5. No overnight stays or physical contact.

Mentors and mentees should be matched together by their interests, education level or area of study, needs, career aspirations, leadership experience, availability, and location. More leaders should consider participating in a mentoring program to train the next generation. When considering being a mentor, the leader should answer the following questions: If you are a mentor, who are you teaching, developing or training? Are you assisting persons in your family? How are you giving your knowledge back to your community? Who is your personal mentor? How much time do you spend working on your own personal talents and abilities? Every organization should have a mentor or a mentoring program. If you are interested in starting a mentoring program, then please follow the steps below:

1. Get others to volunteer to become mentors.
2. Get a Mentor Program Coordinator.
3. Develop a mentor application form
4. Develop a mentee application form
5. Get others to register for the mentoring program.
6. All forms should be turned in to the Mentor Program Coordinator.
7. Mentors and mentees should be matched together.
8. Mentors and mentees will be notified of their match.
9 Mentee will be contacted details about their assignment mentor.
10. Details of the program along with program guidelines will be provided to the mentor.
11. It is the mentor’s responsibility to contact the mentee to initiate the mentoring process.
12. At the first meeting, the schedule of topics and the activities should be discussed and agreed upon.

Strive to maintain a positive mentorship with your mentee for as long as possible. If all goes well, the relationship can last a lifetime. But if that is not the case, then the leader should notify the mentee of the date and time of their final session well in advance. The mentorship may end due to the completion of the goal, personal development, or educational experiences. On the negative side of things, the mentorship may end because the pairing was simply a bad match.

Everything comes down to leadership, whether you are the leader of a non-profit organization, a small business, a Fortune 500 Company, or a line crew. Remember, a great leader will always work on their morality, character, influence, commitment level, communication, innovation, decision-making, problem solving, and their administrative and mentoring skills. Do not hesitate to evaluate yourself and make the necessary improvements to become a better leader. Remember, the world needs more great leaders to prepare, train, and mentor the leaders of tomorrow.