Eulberg,+Leah

ASSIGNMENT #1

Biography Hello! My name is Leah Eulberg. I am currently living and teaching in Colombia, South America at Colegio Albania though I am an expat from the USA. This is my third year teaching in this school and my eighth year in the profession. I teach English language and literature at the secondary level, currently within the MYP and DP levels of the International Baccalaureate. My specific areas of interest within my subject area are writing, argument/reasoning, and contextual analysis of literature. This is my first overseas placement and my first experience with the IB. It is a challenging and exciting position to have and I am grateful for this opportunity in my life.

Here in Colombia, I live with my daughter Ave and my partner Johan. My daughter is currently in the grade "transition" at the same school as I. She is fully bilingual and that is a quality I find to be amazing! Another perk of my job here is the availability of vacation time spread throughout the year, during which we can travel. While we typically return to the USA to visit family and friends, we have also had great trips to other places in Central and South America.

Course in Conflict Resolution / Peaceable Schools:

First, I believe this course will define for us what constitutes a conflicted relationship and an unhealthy environment. What level of discomfort is expected/natural and what level is just plain wrong. If we cannot make everyone happy all the time (or maybe we can?!), how to know when we’ve crossed a line? What sort of input/feedback should one be looking for in order to evaluate the health of their relationships and environment?

Secondly, a course in conflict resolution should be about intra and interpersonal thought and behavior. In other words, what practices of thought and action should a person practice to achieve a peaceful school-work environment? This should focus on “I” and our individual roles and influence on those around us.

The course would analyze the causes and effects of conflicts that are likely to arise in schools. With knowing the causes, we can be more aware of what variables and/or situations are likely to create, promote, or escalate negativity. For example, simple things such as knowing to include the purpose for a meeting in the request helps avoid anxiety that naturally occurs when someone is only asked to report to the principal at a given time.

Further, we can build empathy with examining the effects, the seriousness, of these situations knowing how they may impact us, our students, their families, and our co-workers. A student and their parents may have been worried sick all week imagining the reasons they are to report to the principal, and that can affect their attitudes, interactions, and productivity needlessly.

I also anticipate this course will provide techniques for both preventing and managing difficult situations. Regardless of our good intentions, we know that things will go wrong and conflict will occur. When it does, what is the best way to proceed? What actions do I want to avoid? What can I do to resolve the conflict in a way that agreeable to all parties involved? And, if some parties still disagree, then what?

Topics:
 * 1) Definition of conflicted situations/unhealthy environment
 * 2) Personal practices of thought and action
 * 3) Causes of conflicts
 * 4) Effects of conflicts
 * 5) Techniques for preventing and managing difficult situations.

ASSIGNMENT #2

 Nature made Derrick Vinyard an talented and passionate person. The positive and negative influences that nurtured Derrick's journey through adolescence and young adulthood determined how he used those qualities. As is the case with most teenagers, knowing who to trust is difficult. Further complicating this confusion is that fact that those who are most dear to our hearts have the weightiest impression upon us, despite their messages being harmful. The scariest part about this is that youth makes it almost impossible for them to detect the danger of these influences. It is only with time and personal experience that they will find their own truths.

<span style="color: #3a1cb3; font-family: Georgia,serif; font-size: 110%;">As Danny realizes in the conclusion of his own essay, their father had the greatest influence on Derrick's life. He was a hero in the eyes of his family and died in a "line of duty" tragedy which further solidified his status as such. Yet, Danny's memories show us that their father held racist beliefs and passed them on to his children in a way that seemed to demonstrate intellect and critical thinking. Additionally, the circumstances of his death reinforced the racist beliefs he held. This personal experience allowed for the racist theories of Derrick's hero to win him over.

<span style="color: #3a1cb3; font-family: Georgia,serif; font-size: 110%;">Alone Derrick wouldn't have carried these racist beliefs to such an extreme. Cameron Alexander was an adult who was able to take advantage of Derrick's vulnerability to further his own agenda. He used the idea of belonging to make Derrick feel as if his basic needs were being met and he conformed to an image that allowed him to feel a part of a new family. Being a intelligent and passionate young man, he could feel a sense of control and usefulness in his new role. His girlfriend and other associates of the DOC were just lost souls and pawns like himself. At the time he felt their bonds were strong and meaningful, but again only time and experience could prove this.

<span style="color: #3a1cb3; font-family: Georgia,serif; font-size: 110%;">His teacher Dr. Sweeny had a great influence on Derrick's life. As his teacher, he was opening doors of thought that excited a passionate Derrick until his father closed it again. While their interactions lacked the emotional intensity of the other adult role models, Dr. Sweeny was there to provide for the needs Derrick wasn't even aware he had. With time and experience, the value of his presence was proven and Derrick admired him for his unwavering convictions. It was the words of Dr. Sweeny combined with his personal experiences in prison that enabled Derrick to see the error of his ways. Sadly, the teacher on his own was not able to trump either the influence of Derrick's family or friends.

<span style="color: #3a1cb3; font-family: Georgia,serif; font-size: 110%;">In conclusion this movie shows that the influences in a person's life tend to dictate the way in which they use their natural gifts. However, the movie also shows that so much of this influence is matter of chance and circumstance. It was by chance that Derrick's father was killed in a way that reinforced his ideals and a matter of chance that Derrick's experiences in prison reinforced the ideals of Dr. Sweeny. Ultimately, awareness of the chances and circumstances that divide or unite us will lead us to peace.

ASSIGNMENT #3

<span style="font-family: Times,serif;">A. Remembering the film we just watched describe what the elements of a peaceable community or peaceable school might be. <span style="color: #1023d4; font-family: Georgia,serif;">Open, honest, and polite communication between people at all levels. <span style="color: #2438eb; font-family: Georgia,serif;">Speaking, listening, nonverbal gesticulations, symbols/signs <span style="color: #152bf2; font-family: Georgia,serif;">Tolerated – debate, criticism, laughing, music, dancing, conversation, playing <span style="color: #152bf2; font-family: Georgia,serif;">Not tolerated – lying, exaggerating, name-calling, obstructions to communication (excessive noise), bias/stereotyping, threats, violence <span style="color: #0e16db; font-family: Georgia,serif;">Treat others as you want to be treated <span style="color: #0e16db; font-family: Georgia,serif;">Listen to speakers politely and actively. <span style="color: #0e16db; font-family: Georgia,serif;">Think before speaking. <span style="color: #0e16db; font-family: Georgia,serif;">Value the opinions of others. <span style="color: #0e16db; font-family: Georgia,serif;">Evaluate ideas for pros/cons before responding. <span style="color: #0e16db; font-family: Georgia,serif;">Rely on logic. Instead of “why”, ask “why not?”. <span style="color: #0e16db; font-family: Georgia,serif;">Never revert to insults or offensives. <span style="color: #2407d6; font-family: Georgia,serif;">Ideas and arguments have a time to be considered fully. <span style="color: #2407d6; font-family: Georgia,serif;">Compromises may be multifaceted and are made to suit as many people as possible. <span style="color: #2407d6; font-family: Georgia,serif;">An understanding that fairness does not mean equity. <span style="color: #2407d6; font-family: Georgia,serif;">Accept multiple points of view/ there is no single holy truth <span style="color: #2d11de; font-family: Georgia,serif;">Foster open communication – mediate as necessary <span style="color: #2d11de; font-family: Georgia,serif;">Create or allow for time to discuss – have forums for feedback <span style="color: #2d11de; font-family: Georgia,serif;">Be a responsible decision maker – give time and thought, do research <span style="color: #2d11de; font-family: Georgia,serif;">Recognize your own biases and those of others <span style="color: #2d11de; font-family: Georgia,serif;">Control your personal emotions <span style="color: #2d11de; font-family: Georgia,serif;">Do not use manipulation – avoid power words, fallacies, rewards/punishments
 * <span style="font-family: Times,serif;">What would a peaceable school or community look like?
 * <span style="font-family: Times,serif;">What elements of communication would be included?
 * <span style="font-family: Times,serif;">What would be tolerated and what would not be tolerated?
 * <span style="font-family: Times,serif;">What would the rules be?
 * <span style="font-family: Times,serif;">Would would the expectations be?
 * <span style="font-family: Times,serif;">What would the responsibilities be?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">D. Describe how if Hank (your professor) came to your classroom or community he would observe the elements of a peaceable community. What evidence would he see? How will you promote peace in your community?

<span style="color: #2b11cc; font-family: Georgia,serif; font-size: 110%;">In my current teaching position, the peaceable elements you would observe upon entering my classroom stem more from the community in which the students were raised, than my interventions. The students in my classes are homogeneous Colombians who have known each other the majority of their lives. They live together, go to school together, play together. The same applies to the parents and teachers. There are few influences in the students lives that are not controlled by the expectations of the community. Any conflict would make life here very difficult. If it was a significant conflict, they likely would leave.

<span style="color: #2b11cc; font-family: Georgia,serif;"> With this said, you would see students working in groups together. Planning and organizing tasks. You would hear students speaking to each other in a very personable manner. Students greet me and each other upon entering and leaving a room. You would hear students asking questions without much concern for "appropriateness," but without a sense of mischievousness or cynicism. Not much is taboo in the context of my job here. You will see me laughing and joking with kids and participating in school and community events.

<span style="color: #2b11cc; font-family: Georgia,serif; font-size: 110%;">I promote peace in my community by giving students a forum to speak. It is quite difficult to control if others listen, instead of planning a rebuttal, yet I manage the classroom to allow each student their voice if they want to use it. Additionally, I do not tolerate any acts of disrespect, bullying, condescension, etc. between students. Students are verbally redirected to use more tactful interactions.

<span style="color: #0bc233; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #4 <span style="color: #2d20cc; font-family: Georgia,serif; font-size: 110%;">Waterboarding - Contrary to what the masked soldier stated, I believe waterboarding is a form a torture. I would define torture as a physical or mental stimulation that does not cause immediate death, but instead requires the receiver to endure an intolerable condition for any length of time.

<span style="background-color: #fcefef; color: #120ded; font-family: Georgia,serif; font-size: 110%;">The activities of lesson four work to demonstrate that our fear of violence and our belief that harm is always looming is is a cultural construct. While answering the quiz and knowing the US is safer place, neither myself and my quiz takers rated the current violent crimes rate to be less than 3.8 million. The one person taking the quiz that was not from the USA had the most questions incorrect and showed the graph total to increase to 23 million as of 2010. This concerns me that the attitude of outsiders is even more grim that that of citizens.

<span style="background-color: #fcefef; color: #120ded; font-family: Georgia,serif; font-size: 110%;">The article describes homicide as being social in the fact that it is highly publicized and has many social repercussions. The constant media coverage of violent crime and the increase in media message that we receive (in increased mediums, frequency, and quantity) helps perpetuate the feeling that violent crime is everywhere. If the news does not contain information about a current murder, it is following up on other murder cases, trials, unsolved cases, released convicts, etc. which keeps violent crime in the news.

<span style="background-color: #fcefef; color: #120ded; font-family: Georgia,serif; font-size: 110%;">Beyond media using the sensationalism of murder for ratings, I do believe that the myth of violence is being purposefully used by fear mongers to coerce cooperation from the general public to put limitations on freedom for the sake of safety. These ideas are used to both create and clarify enemies, united and dividing masses of people. Most people have a "I'd rather be safe than sorry" attitude and fear mostly the guilt they would have for "letting" a devastation occur and this is an emotional weakness that can be easily manipulated.

<span style="color: #1713cc; font-family: Georgia,serif; font-size: 110%;">Extra Credit - =<span style="color: #2413e3; font-family: Georgia,serif; font-size: 80%;">Alabama School Has a ‘Funny’ Way of Arming Students if There’s a Shooter. And by ‘Funny,’ We Mean… =

<span style="color: #1713cc; font-family: Georgia,serif; font-size: 110%;">Pros - Students will feel empowered that there is something they can do to defend themselves, each other, and their school. The plan does not allow them to just be victims or at the mercy of a killer. They are not just waiting and hoping that the day never arrives where a gunman will enter and kill as many of them as possible; they are preparing. This is a positive alternative for having other weapons such as guns in the school grounds. This helps students think creatively about being resourceful in their surroundings. The food goods can be donated to a charity at the end of the school year. It sends a message to potential shooters that the students are ready to fight back.

<span style="color: #1713cc; font-family: Georgia,serif; font-size: 110%;">Cons - Students may be putting themselves in harm's way more by reacting than hiding. Students may feel responsible for the deaths of other students if they should occur; this is a very mature sense of duty they are expected to take on. Students have to carry around a canned good at all times of the day!

<span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #5

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">As the amygdala controls fear and there are times when it triggers so much emotion our bodies cannot control our rational senses. The average person is expected to be afraid in situations where a person's health or life is in immediate danger. However, this isn't always the fact. Sometimes the amygdala triggers our fight or flight reaaction in times when the danger is illogical and highly improbable

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">Living here in La Guajira, Colombia two things are common. First is having a housekeeper/nanny. Second is encounters with exotic animals. One evening my boyfriend and I were spending time in a local park with friends and a small snake had appeared and was hiding in a fence post. Being very concerned about that snake in a children's park, someone called animal control to relocate it.Some time later animal control arrived and prompted captures the snake to take it to the center of flora y fuana. In talking with the workers who arrived, we were told they had just come from collecting a babilla (a smallish alligator) and currently had it in the back of their truck. They invited us to look at it and answered questions, they even let us touch the restrained animal. During this time, my boyfriend took photos on his cellphone.

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">The next day we showed my daughter the photos and she in turn was very excited to show her nanny. However, when her nanny saw the photos her eyes instantly began to water and she began to scream. Thinking she was playing, my daughter held the photo closer to the nanny at which time she quickly moved away. At that point my daughter started to push the phone toward the nanny and as she ran away my daughter began chasing her with the phone in circles around the house. At this point I thought it was as much of a joke as my daughter did until I saw the nanny running past me. She was visibly shaking and crying. She was in a physical/psychological state of flight triggered by a photo on a cellphone.

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">__

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">The fake it until you make philosophy is one to be pondered. The personal essay, "Why Women Smile" by Amy Cunningham has been a popular text used for both the critical study of feminism as well as teaching composition. However, after the essay was published widely in 2004, her argument that fake smiles have no value was recanted and an author's note added to the piece to say so. In that time, she had learned the research along the like of what Amy Cuddy shared in the Ted Talk. that is faking a smile triggers responses in the brain that are actually good for you. While a genuine smile has more impact on an observer, a fake smile does have its emotional benefits for the individual wearing it and Ms. Cuddy was able to include concerns from such arguments as given by Cunningham (which is good rhetorical strategy!).

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">Body posturing, gesticulations, and other non-verbals are important aspects of language and communication. Outside of people who study this field, it is not given much thought which is problem since people "speak" the language yet can be completely unaware of what they are saying. I like Ms. Cuddy's approach on the subject, helping the members of her audience who don't feel empowered and deal with insecurity. Her concluding wish for the audience to share this information with others who are disadvanged and can greatly benefit from this knowledge is noble. I can say definitely say I'm sold on the two minute power poses for any upcoming interviews.

<span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">And yet, for the purposes of this class, I also find it import to note the power posturing of people like ourselves who are in positions of power, but need others to be open and trusting of us. In these cases, we should be aware of when our posture works to inadvertently intimidate and close off communication with others. <span style="background-color: #faf1f1; color: #100bf5; font-family: Georgia,serif; font-size: 110%;">With the end of term parent meetings swiftly approaching, I was reflecting on the best way to position myself to have productive encounters and communicate what I need to say to receptive ears.

<span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #6

<span style="background-color: #ffeeee; color: #0b14f2; font-family: Georgia,serif; font-size: 110%;"> A. <span style="background-color: #ffeeee; color: #0b14f2; font-family: Georgia,serif; font-size: 110%;">Conflict is a problem or obstacle caused by internal or external forces that diverts a being from their desired or intended course of action or thought. Conflict resolution is any action, realization, or agreement that removes the obstacle and allows the person to move forward.

<span style="background-color: #ffeeee; color: #0b14f2; font-family: Georgia,serif; font-size: 110%;">When I was visiting my family last year, my brother and I were invited to a neighbor's house for drinks. In the course of discussion about professional fishing tournaments with another man who was visiting friends in the area, my brother and the man began a heated argument about who knew the better spots. The yelling would last a few seconds and then they would calm and continue talking civilly. Both felt a territorial claim to the area and both felt to be experts on the subject. A few moments later, the man grabbed my brother and punched him. My brother, in shock, put his hands in the air. The man was physically removed from the neighbor's house and we also went home. At this point, my neighbor was moved to interrupt the conflict by physically intervening.

<span style="background-color: #ffeeee; color: #0b14f2; font-family: Georgia,serif; font-size: 110%;">In the moment, my brother was calm and collect but after he spent the rest of the night fuming with anger. He felt humilated and ashamed that he had allowed another man to disrespect him like that and did nothing about it. His pride was hurt and he felt the need for vindication. He went as far as to get a gun out of the locked cabinet and start on foot toward where he believed the man was staying. He didn't sleep that night, instead he paced around in anger.

<span style="background-color: #ffeeee; color: #0b14f2; font-family: Georgia,serif; font-size: 110%;">The man was having a hijacked moment when the challenge of his status prompted him to a level of anger to support physical violence. And later, the challenge of his status from the man's actions, moved my brother to violent anger as well.

<span style="background-color: #ffeeee; color: #0b14f2; font-family: Georgia,serif; font-size: 110%;">As a literature teacher, character conflict is a major component of all stories and the efforts to resolve them move the plot forward. One of the invaluable qualities of literature is its ability to teach us about life by being able to analyze the conflicts/resolutions and choices and consequences of others from a safe distance. Even when the conflicts apply to us directly, we are able to use the "stories" for our own reflection, analyzing our actions and learning what to do different next time. As discussed in Emotional Intelligence, our emotions can move us to be brave and help resolve the conflicts of others. <span style="background-color: #ffffff; color: #333333; display: block; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 14px;">

<span style="background-color: #fff6f6; color: #2908f2; font-family: Georgia,serif; font-size: 14px;">B. <span style="background-color: #fff6f6; color: #2908f2; font-family: Georgia,serif; font-size: 14px;"> A funny meme going around right now says: "I don't think of them as swear words, I think of them as sentence enhancers." I'm a fan of swearing. I'm also very unaffected by most cultural taboos in that I can approach these actions logically and have very little emotional investment in most. However, I never recall an instance of swearing triggering a fear in me great enough to leave lasting effects though my amygdala was certainly engaged. When my parents or an adult swore at or around me, I became partially paralyzed as my brain said, "take this seriously, they mean business." <span style="background-color: #fff6f6; color: #2908f2; font-family: Georgia,serif; font-size: 14px;">In "The Science of Swearing," by Michelle Drews, points out the evidence that swear words are connected to memory. I've joked with my students before that if I could give clever names using vulgarity to everything we studied, they'd never need to take notes! The words draw their attention and they would fee more bonded to me and my class by my rebellious attitude. <span style="color: #2908f2; font-family: Georgia,serif; font-size: 10.5pt;">Also discussed in the article, is how the context and connotation of what is said means everything. People often use swear words to evoke negative emotions from others, to purposely engage them in conflict. When typically offensive words are used openly in a non-negative context, people are not affected like they are when the possibility for offense is unsure. We see this with the use of vulgar terms applied to race, gender, or sexual orientation. Within the group and the security of people who would not judge you for these qualities, one does not become defensive. The level of insult is unclear when coming from a member outside the group.

<span style="color: #2908f2; font-family: Georgia,serif; font-size: 10.5pt;">Nonetheless, I respect cultural norms. Mostly because I don't want to inadvertently hurt someone or get fired from my job!

<span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #7

<span style="background-color: #ffecec; color: #2806f5; font-family: Georgia,serif; font-size: 110%;">Identify and deliver 3 - I Messages

<span style="background-color: #ffecec; color: #2806f5; font-family: Georgia,serif; font-size: 110%;">Correction: When you tell me "no" and refuse to help with the grocery bags, I feel like exhausted because I can't carry everything alone. (She helped after a couple minutes of silent resistance)

<span style="background-color: #ffecec; color: #2806f5; font-family: Georgia,serif; font-size: 110%;">Positive: When you get yourself dressed, we both have more time to eat breakfast and I feel happier about going to school. (same reaction)

<span style="background-color: #ffecec; color: #2806f5; font-family: Georgia,serif; font-size: 110%;">Positive: When everyone make good use of the work time in class you have less homework and I feel willing to help you with whatever you need, even at the last minute, because I know you're not taking advantage of my time. (majority of students do)

<span style="background-color: #ffeeee; color: #0b06f5; font-family: Georgia,serif; font-size: 110%;">Correction: Giggi, when you look through everything in my house it violates my privacy and I feel like I'm being investigated. <span style="background-color: #ffeeee; color: #0b06f5; font-family: Georgia,serif; font-size: 110%;">or <span style="background-color: #ffeeee; color: #0b06f5; font-family: Georgia,serif; font-size: 110%;">When you don't respect our privacy, it makes my boyfriend very uncomfortable and I feel torn between his wishes and your frienshkip.

<span style="background-color: #ffeeee; color: #0b06f5; font-family: Georgia,serif; font-size: 110%;">Positive: Giggi, when you stopped going through my things I no longer had to worry about having you in my home and I feel really good about our friendship.

<span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #8

**<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">A: **
<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">The following behavior contract was developed for a student of average abilities in all the skill areas who struggles to manage time well and submit activities/assignments that meet the minimum requirements for passing. From the teacher's observations during class workshops, a major contributing factor to this the student's achievement is distractability. He shows preoccupation with the friends he is sitting next to, as well as managing his electronics (song selections/messages) while working. The student will rush to "throw together something" five minutes before the deadline. This students has been given a seating assignment and must ask permission to use electronics.

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Our school is an electronic friendly area were students are encouraged to utilize electronic resources responsibly; however their use is at the teacher's discretion. This student is failing the course because of these issues and they have already been discussed with parents at a formal meeting. The important component of this behavior is that the student must do what is necessary to pass the course in order to regain use of electronics and have access to the privilege of again choosing a seat. With limitation of the devices until results are seen, hopefully the student has an opportunity to internalize the effect of irresponsible electronic use on his academics and will be a better manager of this in the future.

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">M Y C O N T R A C T <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">I _ agree to the following terms:

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">These are my goals: <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">1. I will complete summative assignments by their given due date/time. <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Threshold: Assignments will be uploaded into your folder in Google Drive by 4:30pm on its established due date.

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">2. I will complete summative assignments adequately. <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Threshold: Assignments will be written, edited, and formatted to meet the "adequate" (Scoring =4+) requirements of all established criterion within the given rubric.

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">These are my rewards/reinforcers if I meet my goals:
 * <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">I can choose my seat in the classroom
 * <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">I can listen to music while working
 * <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">I can access my smartphone or electronic devices while working

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">These are my consequences if I do not meet my goals:
 * <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">I will facilitate a meeting with my teacher and parents to further discuss my challenges
 * <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">I will attend tutorials after school until the assignment is completed

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">My contract will be reviewed on March 1, 2016

<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Signatures Student _ Date _ <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Teacher __Date__ _ __<span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Parent ___ Date _ <span style="color: #0f0bed; font-family: Georgia,serif; font-size: 110%;">Parent___ Date__ ___

<span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #9

<span style="color: #200df2; font-family: Georgia,serif; font-size: 110%;">The personality test showed me to be a learned expert, with which I agree. In this category I had 32 points and had 23 points in all three of the remaining profiles. I believe that showed me to be fairly balanced (or equally inconsistent) in the other personality areas, which I also agree with. I am constantly theorizing why things are the way they are. I want evidence, I want to know all the variables for situations both academic and social. I enjoy conversations about debatable topics and enjoying hearing new perspectives. When I encounter an unknown term or topic, I look it up. I highly value intellect in others, but not more than a sense of humor or creativity. However, I value intellect in myself more than those other traits.

<span style="color: #200df2; font-family: Georgia,serif;"> I believe when I was younger, I struggled with the problematic behavior of this personality prototype, but over time realized how these traits were affecting others and my ability to make meaningful connections. I learned to be more patient and understanding through continual exposure to other's stories. I learned not to engage in debate with people's whose purpose for debating does not match mine. I still become frustrated with others when they don't follow logic in their belief systems, but I always try to rationalize why that is. I am highly reliant on sarcasm in communication.

<span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">ASSIGNMENT #10 <span style="color: #12eb1a; font-family: Arial,Helvetica,sans-serif; font-size: 150%;"> The role of nurture by the families of the two main characters, Derrick and Homer. <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;">**Derrick** - parents and siblings encourage education and critical thinking

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;">have the economic support of two parents to provide for basic needs,
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;">Both Derrick and Homer- **

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;">have a tragedy happen to their fathers. <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;">have conflicted emotional relationships with their fathers that inhibit their personal ideologies,

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;">**Homer** - education is not nurtured by parents or sibling

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 110%;"> The role of the mother in the development of each of the two main characters Derrick and Homer.

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">mother is satisfied with the quality of her life <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">mother is semi-independent after the father's death
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Derrick - **

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">**Both Derrick and Homer-** have loving and supportive mothers that are focused on home and family

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">mother shares his dream of a better life <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">mother is generally submissive and is conflicted by the relationship with her husband and his fathering skills
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Homer - **

The role of the teacher Murray in Derrick’s life and the role of Miss Reilly in Homer’s life.

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">**Derrick -** Murray is ineffective at building a personal relationship with Derrick

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">h <span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 110%;">ave teachers that encourage them to expand their minds, have courage, and work toward goals <span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 110%;">have teachers who are honest with them and show them genuine personalities. <span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 110%;">have teachers who show the students what it is to overcome adversity.
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Both Derrick and Homer- **

<span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 110%;">

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">**Homer** - Miss Reilly is gentle and befriends students.

The role of the two principals in the lives of Derrick and Homer.

<span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 14.3px;">Dr. Sweeny is passionate about empowerment. <span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 14.3px;">Stands up for the students when they are in trouble <span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 14.3px;">Is active in community outreach.
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Derrick - **

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">have principals with authoritarian styles. <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">have principals that are foremost disciplinarians within the school community <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">have principals that support the mission of the school
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Both Derrick and Homer- **

<span style="color: #0f0bf0; font-family: Georgia,serif; font-size: 14.3px;">are realistic toward the struggles of the community


 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Homer - **

<span style="font-family: Georgia,serif;"> The principal has little faith in the potential of students. He needed to see before he could believe <span style="color: #0b06f2; font-family: Georgia,serif; font-size: 110%;">Is impotent - doesn't fight or push for change <span style="color: #0b06f2; font-family: Georgia,serif; font-size: 110%;">Belittles students and teachers to establish his authority

The role of the community in the lives of Derrick and Homer. <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">has the support of other neo-nazi skinheads (negative- discourages conflict resolution)
 * <span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">Derrick - **

<span style="color: #1d0bf0; font-family: Georgia,serif; font-size: 14.3px;">**Both Derrick and Homer-** <span style="color: #2606ed; font-family: Georgia,serif; font-size: 110%;">both live in communities of people who feel disenfranchised <span style="color: #2606ed; font-family: Georgia,serif; font-size: 110%;">both live in communities that feel uncertain about their future <span style="font-family: Georgia,serif;"> both are taking risks and making statements against the cultural norm.

<span style="color: #1806eb; font-family: Georgia,serif; font-size: 110%;">has the support of the mine workers (positive - encourages learning new skills and problem solving) <span style="color: #1806eb; font-family: Georgia,serif; font-size: 110%;">earns the respect of the school and mining community for his accomplishments
 * <span style="color: #1806eb; font-family: Georgia,serif; font-size: 110%;">Homer - **