Cyberbullying Information = Protection and Prevention


I think that the discussion about cyberbullying is undergoing a tremendous transformation.  The idea of cyberbullying was originally a campaign to identify the concept, but now it is almost solely focused on the prevention of bullying in any form.

I recently had a discussion with a group of middle school students about cyberbullying and they had some great questions about what it entailed.  They asked questions like: “Can I go to jail for cyberbullying?”  and “What is cyberbullying?”

I found through some research that there is an entire web site dedicated to the discovery and definition of cyberbullying called  The site is not a secure site (HTTPS), but it does not ask for any identifying information, so the information is still useful.  The site has so much information that it would be impossible for me to list everything here.  However, some of the main topics include state legislation that has been passed, or scheduled to be reviewed, in each state, which was a great way for me to answer the questions posed to me by these students.  The very nature of cyberbullying makes it a mandatory topic for discussion at school and at home.  I had to explain that calling a fellow student a jerk one time would not necessarily be cyberbullying, but to enlist others to jointly and consistently call this student a jerk (or comment on their looks, their clothing, etc.) would be considered a bullying incident according to their state law.  I recommended that they discuss this topic with a parent and/or trusted adult to ensure that they are not wandering into illegal activity.

I also went into other cybersecurity issues like not sharing passwords, passcodes, or user ids with other students or other people (other than your parents of course).  The idea of protecting the password helps to protect your information, which if in the wrong hands can cause a problem with identity protection causing possible identity theft.  It also leaves you open to cyberbullying since an individual can make it seem as if a message is coming from YOUR account when in actuality it is THEIR message but they have access to your account!

When asked about cyberbullying, I told the students that ANYONE can be a cyberbully.  You do not need to be stronger, bigger, or smarter, just start a campaign to put the other person down.  By showing the other person in a “low light” it makes the bully feel stronger.  Protecting your information and ensuring you are aware of what cyberbullying entails can help to prevent you becoming a victim.  I urged the student not to focus on the punishment, but to be aware of what they were doing online and stop any online action that could be taken as bullying.  I also gave them the web site.  In my opinion, that site is one of the best I have seen.

On thing I did not tell them — if you are being bullied, block or defriend these individuals.  No reaction from you means that their messages are meaningless.

Talk to your children (texting does not count).

Learn, Offer, Value, Educate (LOVE)

75 Years After The Greatest Military Project Ever!


The Doolittle Raid in my opinion is one of the most daring raids in military history.  The fact that bombers are launched from a ship meant to carry and launch fighters just a fraction of the weight of a B-25 is something that has marveled me since I first started learning about flight.

It has been 75 years to the day (this was written on 18 April) that the mission launched.  The project planning that went into this one mission incorporated all the positives about project management, and leadership.

First, the requirement for the mission was probably pretty plain.  According to one site on the subject, the mission was to “attack a number of [Japanese] cities.”  I am assuming this meant that there was a list of targets for the mission.  (

From there, the type of aircraft was chosen for its range, size, and ability to withstand anti-aircraft, along with long range navigation and fuel consumption.  The B-25 was the perfect choice at the time, but launching it would require training, which was done with hand-picked pilots and crews.  The time table was set, the planes were procured, the crews were picked, and the targets were chosen.  The one area that was left was getting the planes on the carrier (the Hornet was chosen for the task), and the mission was underway.

The secrecy of the mission must have been difficult, since the mission planners had to ensure that the planes were not on the deck when the carrier departed from port, along with ensuring that the pilots and crews were sequestered.  Fortunately, unlike today, there were no cell phones, or cell phone cameras to document a secret mission.  (And the crews, again I am assuming, were probably sequestered with no communication available to them.)

So, let’s review.

  1. A mission to bomb Japan, basically one of the strongest military forces (if not THE most formidable naval force in the area) was implemented
  2. The mission would take a land-based bomber and launch it off a deck of a Navy Carrier, less than half the length of the normal take off runway for the bomber
  3. The bombers would have a full fuel and armament load and, although they have two engines, still have a challenge getting off the deck
  4. The bombers would have to take off, fly low to avoid Japanese detection, then bomb their targets and get to airfields in China (our friend at the time)

And a few things did go wrong.  The Carrier had to sink a Japanese ship and, fearing the ship reported the sighting, had to launch 150 miles further than anticipated.  Many of the planes crashed for lack of fuel, but targets were bombed.  Most of the crews made it back, including Doolittle’s crew.

The one thing that I need to mention is that Doolittle led the raid.  Here was the project manager taking the lead on his project.  He was not just the planner, he was the doer.  He went in and conducted the bombing raid with his crew.  I cannot overemphasize how important this was in the minds of the other crews.  In order to ensure that he was committed to the mission, Doolittle took an active role in the training and implementation of the mission.  It wasn’t called the Doolittle Raid for nothing!

So, the next time that someone gives you a project, and you think you have it tough, just think that 75 years ago, without computers, cell phones, all the software applications that we have today, and with propeller driven aircraft flying low over water and realizing that there is not enough fuel to make it to friendly territory.

And then go plan your project.  The one thing that you can do that would reflect on Doolittle would be to lead your team; feel their pain when things do not go well, as well as their euphoria when things DO go well.  Your leadership will help your team reach their target and recover successfully.

Thank God for the Doolittle Raiders; may the fallen rest in peace.

Learn, Offer, Value, Educate (L.O.V.E.)


What If We Taught People to Drive Like We Teach People to Use A Computer?

drivers computers1I want you to teach a person to drive a car using the following outline:

  1. Teach them where the accelerator is and how to use that
  2. Teach them where the brake is and how to use that
  3. Teach them where the mirrors are and how to use them
  4. Teach them how to turn on the car, how to turn off the car
  5. How to fill the car with gas and where to put it
  6. Where the light switch is and how to turn it on and off
  7. Where the radio switch is and how to operate that
  8. How to read the speedometer

I am sure that I skipped some steps, but you get the drift.  What you want to teach the potential driver is the “buttonology” of the car.  You fail to tell them about the dangers of driving, the rules of the road, how to be courteous and otherwise how to have consideration for others.  What is the probability this “driver” will have an accident the first day they are driving?  I am a statistician and I would take odds on this one!

Let’s segue to computers.  That’s right, computers!

How do we teach computers today? We teach buttonology, how to associate functions with pressing of the buttons.  Want email?  Do this combination of buttons.  Get an app, or get on the internet?  Push this series of buttons.

There are no classes on the rules of the road, the ethics of using a computer or the dangers associated with using a computer.  If that were compared to diving a car, basically what you are saying is that we should all go out to our car and cut the brake lines and then drive the car.  We may make it to our location, but chances are we will crash and burn.  The same is said for operating a computer without the guidance necessary in the area of cybersecurity.

Cybersecurity.  The very name raises images of dark figures hiding in the shadows, plotting the overthrow of a computer network.  Yes, the black hatted individual that spends their days planning to attack a network for a variety of reasons, whether they be money, fame, or maybe rationalization that the attack will right a wrong.  Ah, cybersecurity.  It is meant for people who are the target of the attacker, not for normal people like you and me.

Hmmm.  Then maybe none of us need driver training but the people who operate commercial vehicles, or maybe we can all get pilots’ licenses, after all only commercial airline pilots are meant to REALLY learn about flying a plane!

Maybe this is a little bit hyperbole, but I have talked to a number of people who believe that computer training is one thing, cybersecurity is another.  Ladies and gentlemen,  that is like saying that there are five unrelated fingers on your hand!  Every finger works as part of the whole hand.  The same can be said about computer training and cybersecurity training.  Did you know that your brand new computer comes configured so that ANYONE can have access to that computer from the internet?   A simple configuration change can eliminate that threat.  Did you know that you can be tracked through your cell phone; or that people can access your microphone and video camera from your phone?  Many people realize they can, but fail to correct that situation.  Do you have a passcode on your phone?  Do you have a privacy screen on your phone?  All of this is part of keeping yourself safe while using a device you know the location of buttons.  Without good cybersecurity education, you are putting yourself at risk every time you get online.

The sad part of this whole situation is that our children are using devices at very young ages and do not understand the consequences of their use.  Would you put them in a car without education and let them drive to the store?  Of course not!  Why are continuing to let our children learn functions without learning consideration of their actions?

I teach senior citizens cybersecurity and I wanted to get the word out so I contacted a local paper.  The editor responded that it sounded okay, but they just did an article on seniors learning computers and that it might take a while before something else was done on this subject.

Can you now see what I am discussing here in this article?  If we fail to protect ourselves, we are just placing more people “on the road” without seat-belts and brakes!  Worse than that, we are giving people the ability to get scammed because they “trust” the network they are on at any time.  We do not implement protections and thereby put our loved ones in harm’s way.  We do it inadvertently, but we do it nonetheless.

How can we start to turn around this spiraling of our computer users?  First, look toward the basic cybersecurity courses (there are plenty that are free on as well as other sites).  Yes, there are classes in hacking, but there are plenty that show defensive measures to keep yourself safe while using your computer, cell phone, or other technology.  If we fail to keep pace with safety and security, we are contributing to the increasing cyber crime.  After all, what better way to encourage cyber criminals than to place someone on the computer network that does not understand the protections necessary to be secure and safe.  If that is case, take your teenager and give them the car before they get their license and let them drive it wherever they want.

If that be the case, one more fact before I let you go on with your internet surfing.  There are approximately 3.6 BILLION internet users according to and there are “only” approximately 1 BILLION cars on the road according to  From these numbers, which of the elements – computers or cars – present the most threat?  If I were a criminal, would I want to steal a car or steal a computer network (without you knowing)?  You decide.

That last part made your anxious – admit it.  Let’s all start to educate our users better and keep cyber crime at bay.  Otherwise, you need to get off the grid, because it is about to get ugly (or uglier)!


Learn, Offer, Value, Educate (LOVE)

“Silver Hats” founder

Getting to the Heart of the Matter – Data (Part 1)


February is heart (disease) awareness month and it is important that we realize that there are TONS of data that exist where we can find out about heart disease and the consequences that it has on our lives and the lives of others.  The Center for Disease Control (CDC) ( has data on how many deaths result from heart related illness (the total has not changed all that much from year to year, approximately 610,000 deaths per year according to  The amount of deaths from heart disease is more than those from suicides, unintentional accidents, influenza, diabetes, and chronic lower respiratory diseases (  What this means is that heart disease is something that not only needs attention, but is in some ways preventable.  According to the CDC website, almost 50% of Americans have AT LEAST ONE of THREE risk factors that are associated with heart disease.  These three are elevated blood pressure, elevated LDL cholesterol, or smoking (  This is not only troubling, but I felt necessary of further “data diving” to see the association between heart disease and areas where I personally have knowledge, like diabetes or high blood pressure.

The CDC has so much data on the subject that I started at this site to look for some data and found a survey called the Behavior Risk Factor Surveillance System (BRFSS) (  This data is available to anyone and has a great amount of data that is available for download, or for data analysis using CDC web-based analysis tools.  I  went to the “Surveys and Documents” link and found “BRFSS Prevalence and Trends Data” which gave the user the ability to put in risk factors and find the data according to US State, gender, and a number of other characteristics.  This is much better than downloading the data and having to do the analysis yourself, and also gives you an idea of the areas of the country where people are at more risk of heart disease than others.  It is a great resource for those that want to look at the numbers behind the heart disease issue. If nothing else, it presents an interesting look at how the country’s regions have populations that are more at risk of some diseases and not at risk for others.

I also looked at the BRFSS Web Enabled Analysis Tool (WEAT) that allows you to look at the data from a cross-tabulation point of view.  Here you can place characteristics in a number of ways to compare several factors against the disease.  The tool is very easy to use and contains so many factors that it is hard to determine which ones to choose.  However, for the budding data analyst, this is a great way to learn about data analysis and the multi-factor approach to the analysis.  A screen shot of the WEAT page is below (



You can see the “Cross Tabulation” link where you can click and set the numerous factors that can be associated with any of the various factors that the survey contain.  Please do not get overwhelmed!  There is so much data here that I used this for a project that I was required to do for one of my graduate classes in statistics from Penn State.  The data were provided, already collected, and catalogued.  All I had to do was do the various tests on this data.  It amazes me that more people do not know about this data treasure trove.  I realize that this is a phone-based survey, but from what I can tell it is one of the most extensive and intensive surveys in order to get a read on different maladies that pertain to the United States and give data analysts those tools.

Although this article was about gathering and understanding data pertaining to heart disease, the data takes you far beyond just that one malady.  But by understanding some of the factors that heart disease entails, the knowledge will undoubtedly help you to understand heart disease as composed of factors, rather than just something that happens as a result of “genetics” as proposed by some.

Enjoy the CDC site and the various ways of using data to clarify a disease that will be with us for a lifetime (hopefully a LONG lifetime).  To control it, we MUST understand it.

Learn, Offer, Value, Educate (LOVE)

Lies, Danged Lies, and…Percentages?!

percentagesAs a person focused on the “truth to data” realm, I find it somewhat frustrating (sometimes amusing, but often frustrating) that there are writers that feel that throwing in a statistic (small “s”) in their articles somehow bring to bear the force of data to make their point.  Such was an article in the Baltimore Sun on 12 February 2017 that started with “An overwhelming 97 percent of scientists agree that climate change is real and that human activity is responsible” (“Fake news may be vulnerable to ‘vaccination'” by Sean Greene).  The irony is that the article was about “fake news.”  Although the writing was excellent, Mr. Greene missed the point entirely with his first sentence.  There are so many questions I have concerning where he got he 97% figure.

  1.  How many is 97%?
  2.  How many are the 3% that are remaining?
  3.  What research is associated with the 97%?  When was their most current research concerning climate change published?

These are just three of the questions that I asked myself while I tracked down the study generally mentioned by Mr. Greene in his article (he cited the study as being from the Pew Research Center report).  I found a study on the Pew Research Center website ( and looked through the article, trying to find the 97% figure mentioned in the quote above anywhere in the article.  I was unsuccessful in finding this figure.  I did find a quote that said “a Pew Research Center survey of members of the American Association for the Advancement of Science (AAAS) found 93% of members with a Ph.D. in Earth sciences (and 87% of all members) say the Earth is warming mostly because of human behavior.”  Again, how many is 93%?  Well I looked at the membership of the AAAS and found that they have no membership figures on their outward facing site, so I had to look at Wikipedia ( and found that they have 120,000 members.  What this means is that 8400 members (7%) of the AAAS do not agree with the 111,600 members that say that warming is the result of human behavior.  This is something to consider in the long run, especially since 8400 is not a small number of scientists.  The hilarious (read frustrating) part of the entire newspaper article was that the quote at the beginning of the article was used during a survey conducted to show that people are easily manipulated through something as innocuous as  a pie chart with the above quote.  Why sure people are manipulated through pie charts!  They are also manipulated by percentages given in various articles.  (For instance, I read recently that software attacks of cell phones of a particular brand increased 163% in one month!  Would you buy that brand of cell phone?!)

I think that we ALL need to be careful of where we use data and then try to rationalize that use with a reference that can be “pre-bunked” (using a term from Mr. Greene’s article).  I actually agree with many of the suppositions that Mr. Greene wrote in his article, I just think that using data without the raw numbers is the same as saying that 100% of the writers of this blog do not agree with using percentages without backing it up with raw numbers.  Does that make you want to get more numbers to understand the percentages?  Would you like a pie chart?  I thought not.

Learn, Offer, Value, Educate (LOVE)

Numeric Hysterics – Ask The Right Questions!



I have seen so many numbers being thrown around the press lately with little explanation of those numbers.  The numbers are given in headlines or headers that are accompanied by a narrative that incorrectly concludes what those numbers represent or – worse – no narrative that lets the uninformed observer make their own conclusion.  A few examples are necessary in order to further illustrate this very concerning trend.

I was reading in a newspaper that Social Security was receiving a .3 percent increase.  After seeing that, I talked with a few people about the article in different venues, asking them the amount of the increase.  Their response — 3% increase.

I explained that figure was wrong, and that it was in fact POINT 3 % increase.  They looked at me and stated that it was the same.  I explained that a 3% increase meant that for every $1.00 there would be a 3¢ increase.  Again, they said that is the same as POINT 3% increase.  I further explained that a POINT 3% increase meant that for every dollar there would be a .3¢ increase!  In other words, it would take 10 TIMES that increase to make the 3% increase that people think they are getting.  Remember that 3% is the same as saying .03 and .3% increase is the same as same .003.

Well, that is one simple case of incorrect conclusions, but the other one is much more serious.  It entails that percentage of police stops of minorities vs non-minorities in Baltimore County, Maryland.  According to a televised segment, there was a horizontal bar graph that showed that 56% of stops in Baltimore County were made against minorities.  With just a slight explanation, and more editorial comment, the narrator stopped short of explaining in detail where this information originated or what it really meant.

In order to really understand the data, several questions must be asked:

  1.  Where were the stops done (area of the county)?
  2.  Why were the drivers being stopped (warrants, tail lights, speeding)?
  3. What is the percentage of minorities in the area where the officer made the stop?

I list these questions because what the horizontal bar graph presented was just one perspective of the data — the number of stops made and to whom was stopped.  There are questions as to where and why that are not answered by these data.

A more telling data set might have been if the officer gave warnings to non-minorities but not minorities, or if the officer pulled the driver over after they identified the race, but I did not see any of these questions in the bar graph on the screen.  I just saw a graph that (without further description) showed that Baltimore County Police Officers treated minority drivers worse than non-minority drivers.  Without further explanation, or some more specific data, this is not only incorrect, but potentially damaging (guilty before being proved guilty).

There are situations where statistics can help.  A study completed by three researchers partnered at three prestigious universities included jury pools from counties in two states and did a series of statistical testing on these data points.  Their study is both extremely informative and contains a number of developed hypotheses (questions) that were explored and tallied.   I will not go into the conclusion since it is not the conclusion that is important (although well worth the reading of the study), but the lengths to which the students went to study the data, not just present it in its “naked” state.  You can see the study at:

So what do I wish to achieve from this article?  I want to point out two very important points:

  1. STOP presenting data without studying that data for spurious conclusions and indicators
  2. ASK the right questions concerning the data so that there is appreciation of what that data REALLY shows

In this day and age, we are prone to take extreme steps without a real representation of what a graph means and how those numbers affect not just us personally, but what they say about us as a collective.  We need to take each data set and question it to the point of getting to the truth.  Only then can we swerve away from numeric hysterics.

Learn, Offer, Value, Educate (LOVE)

Political Appointee? – Don’t Be a “Bucket Leader!”


In a little more than a month we will have a new President and, in preparation for his transition, there are plenty of Political Appointees that either have already been selected, or are about to get their letter of congratulations.

As a former employee of the Federal Government in several agencies over 30 years, I can tell you that the anticipation of these new political appointees is similar to waiting for a root canal.  The pain seems to get worse as the time approaches.  Although I am writing this article so that the new appointees will get a little preparation before going to their new post, I also doubt that many will read the advice since some of them already know EVERYTHING that goes on in the government, even if they have never served a day of federal government employment in their life.

So, as a stage setting measure, let me tell you something about being a Federal Government employee.

First, most employees of the Federal Government are hard-working individuals that feel their employment makes a difference and they do their job with a dedication and loyalty that would bring tears to your eyes.  There are some that are lazy and apathetic, but I would dare say that those types exist in every avenue of employment whether they are public or private industry.

Second, most employees of the Federal Government have FORGOTTEN more than you will ever KNOW about how the government process works, especially if you have never been a government employee.  They understand the regulations and the different elements of getting the job done, and have done so in spite of these regulations for decades.  They know what they are doing and sometimes just acknowledging that knowledge is enough to keep them going for another year or so.

Third, think of the Federal Government employee like a sailor on an aircraft carrier called the USS Government.  As any Navy person will tell you, it takes miles to turn an aircraft carrier, and so the analogy fits with the agency that you are about to join.  Nothing, and I mean nothing, gets done in a year.  Here’s why:

August – Contracting, HR, Budget, Accounting and the rest of the people who make the agency work are getting ready for the new fiscal year.  Everybody is trying to spend the money that they were budgeted so that they can “clear the books” for the new fiscal year.

September – Remember August?  Well, it is worse now because those departments that are behind in their spending are REALLY spending now just to catch up.  It is chaos.

October – New fiscal year and everyone is clearing the decks.  The new budget is being vetted and everyone is taking a breath

November – Veterans Day, Thanksgiving is happening this month and people are starting to get ready for the holidays, but work continues given those holidays.  It starts to slow in productivity.

December – Productivity is slow, but work still continues.  People are starting to get ready for the real big holidays coming up.  Christmas happens and people are leaving for the holiday

January – New Years, Martin Luther King Day and productivity is still lower than normal, but slowly ramping up.  Snow is lurking on the East Coast and Mid-West, and maybe one or two snow days are in the mix.

February – Presidents’ Day and at least one big snow fall, calling for as much as a week away from work.  Productivity is still level but people are cautious about coming in to work on the East Coast, where most of the HQ locations exist.

March – Work in full swing and productivity is up.  No government holidays until May.

April – Same/Same.  Easter is in there, but the month is stable and the weather is warmer.  Full productivity

May – Memorial Day starts the summer vacation season, but for the most part May is productive

June – Summer vacations now that school is out.  Projects are complete or nearing completion (from those started two years ago as a minimum).

July – Starting to think about the new fiscal year.  Budget and accounting are starting to close out invoices so that the new year can be prepared.

August – “Which brings us back to DOE” (apologies to Sound of Music)

The above example does not mean that the employees do not work for the entire 12 months, but most of them work so hard you want them to take the time to recharge or else they will burn out and, unlike private industry, will just shut down enough to get through your tenure, still remaining in your office.  You want to ensure this burn out does not happen.  So, from this little example, you can see that there is a rhythm to this whole cycle.  As I told someone once, “it is not that you want to step on any toes, you just want to ensure that everyone knows the choreography.”  You have to know the dance steps so you won’t be embarrassed.  Trust me, you may serve upwards of 8 years, but your tenure can be cut short if you do not play well with others.

I have seen it.  I have seen political appointees removed from federal buildings in handcuffs and not in handcuffs.  I have seen them packing their boxes and no one saying good-bye to them as they took the exit walk out the front door.  You do not want to be one of those – right?  Here are some somethings to do (and not to do)


  1. Get to know the people in your office prior to espousing your philosophy of how things were done in private industry.  Federal Government is not private industry (and never will be).  There is no profit made here (no matter how hard you try).  When I say get to know them, I do not mean the 5 minute “tell me about yourself” horse poop.  I am talking about 30 minutes with each one after you review their personnel file so that you can find out about their quality of life priorities.  You are in this agency for a few years, they may be here for decades.
  2. I hate to say it this way – but sit down and shut up.  That’s right, no pontificating, no grand speeches, no talk about this is how things are going to go when YOU are in charge.  Let your actions speak much louder than your words.  If you want to give an entrance speech, say that you want to “learn from your troops.”  And THEN DO JUST THAT!
  3. Get to understand the agency’s process. READ THE AGENCY STRATEGIC PLAN!  Know the main points.  Understand that every year this plan changes so also understand the frustration that is associated with a “FNG” coming in to the place with THEIR plan rather than the AGENCY plan.  Do your homework now so you won’t be in a rut when you first arrive.
  4. I realize that you had all these perks when you were in private industry, but it is different when you get to the agency.  You may not have a driver or a car and may even have to get your own coffee.  If you are already doing this – great!  If you have not done this, you may want to do this when you first arrive and it will make a great difference in how people see you.  You are the leader – lead by example.
  5. Recognize good work (not just work for you).  People that are doing more than their share need that recognition.  Freely give it to them, preferably in public.


  1. Ridicule in public – ever.  If you want to isolate your loyalty, then ridicule people in public.  If someone is silent in one your meetings and you want them to say something then ask them nicely.  “Sue, I would value your opinion on this issue” is much better than “If you have nothing to say, Sue, then maybe you should not come to these meetings.”  I have actually been in meetings when the political appointee said things like this to me.  I shut up (or never went to another meeting).
  2. Espouse your philosophy on the first day.  Your vision is something that needs revising and revisiting – period.  Some of these employees have already had their guidance at the beginning of the fiscal year.  You are popping in January (already at the 25% point of the fiscal year), so do not expect that people can turn on a dime.  Save it for the Spring and spend the January/February/March time frame giving your employees some time to get used to you.
  3. Be a “bucket leader.”  My father used this term to denote someone who comes in like a person placing their hand in a bucket of water and splashing it around.  When they remove their hand, the water will go back the way it was.  Unless you set the stage for long-term change, that is exactly what will happen after you leave.

Now, I am saying all this because I am assuming you WANT to make good impression or make long-term change.  If you are coming into the agency to build your resume and do not care about the government agency, then I cannot say I am surprised, just disappointed.  You will join some others that preceded you.  But I have to tell you that I have seen some political appointees that were fantastic, left a great impression, changed the agency for the long term because instead of changing something big, they focused on small changes that helped the overall process without interrupting the routine of individuals in a big way.  It is those appointees that made a difference.

Like I said in the beginning, if you just take a few of these points and use them it will make a great difference in your time at the government agency.  If this comes off a little strong, I am sorry for being presumptuous, but just thank God that I am a retired government employee and do not have to relive those transitions, and hope that these few words can help you make a very smooth transition.  Sometimes they are just like a root canal, but other times they are like a root canal without anesthesia.

Good Luck!

Learn, Offer, Value, Educate (LOVE)