Wasteland

Trials:
Family is so influential in who we become. We learn from birth how to interact with others through our families, through both the best of times and the worst of times. Yes, the good is influential, but even the very best families will have communication breakdowns and challenges. The way we learn to handle the challenges in our families can ultimately shape our future relationships.

I chose family as my most influential social construct. I used objects, possessions and people that have to do with our family. We many not choose the families we are born into, but as a parent I can choose aspects of how I want my own family to be. As parents, we can choose our level of involvement in our children's lives; we determine what kind of family we will be to some extent. We decide where and how we invest our time and resources. We decide if our children will get to spend time with their grandparents, cousins, uncles, and other extended family (at least in their younger years). I can choose which events to host, which holidays to celebrate, which family traditions to keep or start. All of these decisions will impact the environment my children grow up in and it will to some extent shape who they become.

I chose family as my most influential social construct, because in becoming a parent myself, I can see what an impact family has on a human being. I come from a divorced family with a history of substance abuse and dependence issues. In this way, I learned what I did not want to become. My pursuit now is to provide the best possible environment for my family and becoming the best version of myself as a role model for my children. That’s why my boys are central in the artwork.

One way my husband and I like to maintain a close family is we play together. The most important thing to our family is playing together. We ski, garden, read, run, bike, sled, play soccer, rock climb, hike, you name it; we just enjoy playing together. The boys also enjoy being active and involved in sports. Often on weekends we can be found at soccer tournaments, cross country meets, football games, basketball tournaments watching the boys do what they love. Thus, was the inspiration to include the sports equipment in the artwork.

Growing up, my family household had issues that many children face this today, but I also had some really great role models and dependable people to model myself after as well. My grandparents were a wall of stability and there are pictures, albums, and even quilts created by my grandparents and their grandparents included in the artwork. My grandparents are also farmers and love the land and love to grow crops. They passed this love of the land and growing plants, so I included some squash and vegetables from our garden.  Also, when I was able to see my dad; we would always run together, this is a love I hope I have passed on to my children, so I have included running shoes in the photo. My dad also took me on vacation once a year after Christmas to ski; this is still something he does today, but now with the boys. So, the skis are also an important part of the picture.

Although we didn’t necessarily study family as one of the social constructs there are aspects that we did study that do connect. For example, it is important to note where my family lives (geography), and the amount of money my family has that allows for opportunities for extracurricular activities and trips (social class). These have been the largest environmental factors in shaping who I am today.

Story

My Example:

Thing: A Fictional Story: Young adult mystery novel (Narrative Writing)

Audience: Young adults

Writer: Me

Purpose: to entertain a reading audience

Context: I am writing the beginning to a fictional story for my English classes using the notes I have from my brainstorm story activity.

My Story Example: 

Billowy brown clouds hung low on the horizon rolling in the distance across the vast fields of wheat and soy. The only alteration on the straight line of the horizon, a grain elevator, jutting straight up over the dilapidated buildings crumbling from neglect, from time, from the ceaseless wind. Slav and Johannes, the unlikely pair, checked their map again for the fifth time.
"This has to be Lost Springs. I mean, seriously, the town even looks lost." Slav crumpled the paper and turned back to face the dusty glass of the car window.
Johannes countered in his usual silent stare out the windshield; hands perfectly gripped at ten and two. Lost Springs was definitely 20 miles to the west; this was it. This had to be Tampa.
"You cannot seriously believe we are going to find the owner of this phone here. I mean, Jesus Christ, Johannes, it doesn't even look like anyone lives here." slamming his fist on the dash board, Slav had reached his peak of patience.
Silence, awkward silence, breathing, tension, Johannes sighed heavily and rubbed his temples in circles hoping for a sudden moment of realization. Just then, a crack of thunder broke the heavy, humid silence and heat lightening spread across the sky creating shadows along the dusty road.
"What is it you would have us do next then, Slav? What is your brilliant idea, your ingenious solution?" even Johannes had his limits.
"Okay, let's say you're right; there is someone in this empty town. How do you think we are going to find one person here in all these empty buildings; in these broken spaces. What's your brilliant plan?" only slightly condescending in his tone, Slav......

Description of Choices:

Because I selected to write a mystery novel, I wanted to set a mood of tension. So, I started with an ominous and isolated setting to create a creepy, eerie mood. I picked adjectives that described an isolated, deserted, abandoned place. Next, I needed to introduce tension and suspense in order to engage my audience and to drive the story forward. I used an unresolved issue that creates a conflict between two characters for two reasons. One, because I think young adults can relate to relationship centered conflict and two the unresolved conflict is in line with the purpose of a mystery text. 

Lost

Thing: A blog post using application and connecting concepts from class research and Abram's Lost. (Application and Comparison writing)

Audience: E12 classes

Writer: me

Purpose: Self-select research from the provided in class material in order to create a piece of writing that connects the concepts, theories and research of modern neuroscientists about the human brain, emotions, actions and apply these to characters in the "Pilot" of Lost. 

Context: I am studying self-reflection in E12 and gathering information about the brain's process in decision making and human reactions. I am creating connections of the different theories and applying these concepts to characters who make decisions in the "Pilot" episode of Lost. 

Citations: Include the episode and at least four class research connections.

Lieber, Abrams, Lindelof, Jeff, J.J., Damon. "Lost Pilot Part I." Lost. ABC. 22 Sept. 2004. Television.

Zimbardo, Philip. "The Secret Powers of Time." Lecture. 24 Sept. 2013. You Tube. RSA Animate, 24 May 2010. Web. 24 Sept. 2013.
Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions. New York, NY: HarperCollins, 2008. Print.
Gladwell, Malcolm. Blink: The Power of Thinking without Thinking. New York: Little, Brown and, 2005. Print
Dweck, Carol S., Ph.D. Mindset The New Psychology of Success. New York: Ballantine, 2008. Print

Lost
In order to evaluate the students' understanding of the function of the brain, the power and perspective of the mind, and the physiological theories about decision making process, my English 12 classes and I watched and analyzed the first episode of Lost. Students had to make connections to each of the texts and films that we viewed in class. The students' ability to apply the concepts and provide analysis will offer a clear picture of their comprehension.
Episode one of Lost, "The Pilot Part I" provides a fictional circumstance where characters must make decisions under pressure in a high stress situation. In "Pilot Part I", a plane crash on an isolated island provides the perfect environment for character analysis via reaction and decision making. For example, Jack's ability to control his fear in the face of danger is evident through his ability to prioritize and treat the wounded passengers immediately after the crash. In connection to History Channel's The Brain, Jack is able to through training like a military solider control his amygdala's response of fear and panic. Jack later reveals to Kate that his background in surgery prepared him for such action under pressure as Malcolm Gladwell state in Blink as one of the keys to successful quick decision making. In contrast to Jack, many of the passengers without his experience or ability to control their fear and panic walk around in a daze unaware; one passenger even is sucked into the engine because of his inability to assess his environment and situation. Furthermore, in connection to Dweck's Mindset and there are a few situation that reflect the growth versus fixed mindset. Jack is able to convince Kate, who has no medical experience, to stitch his wound after she is convinced she is unable to perform such a task. Jack, an example of the growth mindset, is convinced that Kate has the ability to stitch him and can learn through his instruction. Kate, a fixed mindset, retorts that she has no experience but after Jack's convincing moves to a growth mindset in her concession to try.
Another character that demonstrates coolness under pressure is Sayid. After the crash as many are focused on finding food or immediate comfort, he is focused on creating a fire for the rescue crew to see. According to Zombardo's "Secret Powers of Time" the decisions by the characters demonstrates Sayid's future and goal oriented focus versus the present hedonistic focus of the other characters. There are also a few characters who demonstrate selfish and irrational behaviors, for example Shannon is insistent that the rescue crew is on the way and refuses to eat the food; she also insists that there is no point in cleaning the dead bodies because the rescue crew will do that. Shannon's inability to face the reality of her situation reflects Airley's premise in Predictably Irrational when the mind get what it expects and the truth of relativity. Despite the evidence that suggests help will take much longer to reach them than the survivors predict and that her idea of quick rescue may be relative, Shannon is convinced otherwise and forgoes her responsibilities in the present. Furthermore, characters such as Charlie focus on his present hedonistic need for a fix when he accompanies Kate and Jack to the front section of the plane.
The Lost characters and setting provide a fascinating opportunity to analyze through the neuroscience and psychological lens.

My Favorites

As my favorite poem, I chose leaf falls (loneliness) by e.e. cummings as one of my favorite poems at this point in my life. e.e. cummings speaks to solitude in this poem and he reflects on the peacefulness of solitude through the metaphor of a leaf. The play on the word loneliness and oneness, to me, speaks to solitude and quietness; this is reflected through both the action of the leaf falling and the concrete way cummings' structure echos this fall. This poems speaks to me for a couple reasons. First, I love the fall season; I love the change in seasons. That nothing remains constant and the heat of summer dies out with the cool rush of fall; there is something about the smells, sounds, weather that is comforting. Second, I appreciate moments of quiet; I don't have many of those moments at this time in my life. As a mother of two boys, a wife, a full time teacher, a two-season coach, a friend, a sister, a daughter; I don't have many moments alone at all. In fact, I have even chosen not to have a cell phone, nor any means of instant communication that I carry with me for this specific reason. Despite the constant nagging and teasing from my family and friends, I am quite content with my decision. It affords me the moments of solitude where like the leaf, I am able to let go of being connected to everyone for just a moment

As a favorite piece of art, I picked the Persistence of Memory by Salvador Dali. First, I selected this piece as my favorite because I connect with the Surrealist movement; the line between fiction and reality, dreams and awakening, imagination and logic. Dali's work reminds me that reality is a concept determined by perspective not a determined absolute truth. The Persistence of Memory is a fantastic representation that the perception of time and how much that differs from person to person from experience to experience.

As a favorite film I chose Wasteland by Lucy Walker. Wasteland is a fantastic film that details the construction of art through the use of garbage and the reconstruction of lives through art. Through the creation of art, garbage pickers in Rio De Janiro realize that their lives are worth more than the garbage they pick. For me, this film represents the worth that all human beings should feel despite their circumstances and the necessity of changing our perspectives in order to re-evaluate our lives.

Then and Now

Trails and Trails: Life moves on in a linear pattern, or at least that's how I visualize and experience it. This time continuum starts at birth and we are constantly becoming until our time runs out. Aging allows us to learn lessons, grow and compare our experiences, in this case I am comparing my past to my present, or where I am now on life's trail. 

Comparison Narrative:

When I was five, my goals were mostly goals revolved around pleasing my parents. I always wanted their approval and attention. As far as achieving that goal, I remember being a pretty good listener and they didn't have to ask me to practice things; I did that on my own. For example, I would practice soccer for hours on end, try to read books all by myself and do every chore my parents asked me to do. Once I had completed the task to perfection, I would beg my parents to watch or listen. I am not sure if that is an oldest child thing, but I remember that was important to me. However as a five year old, my long terms goals were a bit less realistic. I wanted to be a mermaid or a brain surgeon. I think this is pretty typical of little kids. At five years old, life is very new and you can imagine becoming anything, no limitations, not even reality, but as you grow older things become more real, more complicated. Now my short term goals now are more specific, for example just to be organized for the day. I have a planner and calendars everywhere in my life: on my desk, on the refrigerator, in my car, in my gym bag even. I also have daily, weekly and monthly lists to keep everything straight. Still I misplace and forget things occasionally, but I try my best to stay organized and prepared. Life moves much faster now than it did when I was five; it seems like every second matters and needs to be scheduled, and the pace seems to be speeding up each year. As far as long term goals, I think as a general statement, I want to leave people, things, places that enter my life better than when I found them; generally, these will outlast me. Life is bigger than me and I guess I just want to leave a positive imprint wherever I tread.

The biggest lesson I have learned as I have matured has to do with judgment and experience. As a child or young adult, my experience was quite limited and I only knew the world in the brief context of my experience. So, I judged people and things according to my own narrow perspective. What I have learned about judgment is that hasty assumption reflects immaturity, ignorance and arrogance. Assuming that you know the full story about someone or some event, assuming that you know how to do something you have never done or assuming you know the effort which it takes to complete a task you have never done is a result of inexperience and limited or narrow perspective. After “knowing it all” at one stage in my life; I realize that I will never know it all; there is too much to know. I realize that knowledge is gained from asking questions and trying new things which may mean putting yourself at risk of failure or embarrassment.  Although I look back at that "know it all" stage with a little bit of embarrassment and regret now; I do realize that it is all part of growing up and maturing. I now appreciate that nothing is as easy as it seems. Individuals put time and effort into their professions, hobbies, activities, lives, families. To ever assume that anything is easy without actually trying it only reveals one's ignorance and arrogance.

Hometown: Location, Location, Relocation

Thing: A blog post that uses both facts and personal narration
Audience: E12 classes
Writer: me
Purpose: To create a piece of  descriptive writing about my hometown using both general, cultural, historical facts and my experiences or memories.
Context: I am studying self-reflection in E12 and we just read the Oxford Project. The Oxford Project is a photo-journal that documents a town in Iowa and its residents. I am reflecting about my own hometown and its impact on my life.

Requirements: 

• Description of your "hometown"
• One memory
• Will you return, stay or leave and why?
• Incorporate at least three general, historical, cultural facts about your hometown.
• Provide one image
• 200-300 words

Fact Check Sources:  Use at least three different sources to find general, historical, cultural facts about your hometown. Document your sources
Wikipedia
Census Viewer
Tampa FaceBook
BestPlaces.net

Trails:
In some places the sky scrapes the city landscape, in some places the sea greets the sunset, but some places are dust. That's where I'm from, where dust clouds the horizon in plumes and gritty billowed bursts. Dust and wheat and wind and land stretched out for miles interrupted only by train tracks, grain elevators, and steeples.
112 people, that seems like a lot of people, unless it's a town of people. A town of my people. Tampa. Tampa, where I stumbled my first steps, broke pieces of myself, fed cattle, combined wheat, cooked supper (not dinner), built forts, and ran and ran and ran. I grew up running, grasping for a distant golden brown-blurred blue-white horizon. But mostly, I remember the dust and the wind. Constant wind: snow wind blowing side-ways, skin-cracking summer sun-wind, dew-wicking warm spring-wind, damp-chilling bleak November-rain-wind. Wind as constant as the crops rotated fields, buildings crumbled, people moved away. I moved away. But winding through the wheat around the empty houses, the wind sustained.
It's a time warp. That's what the yearly visits are now, my sons rummage through the half-stocked shelved isles in the Tampa grocery store (the only one in a 40 mile radius) and we supper (that's lunch in Kansas dialect) with my grandma at the Sante Fe Trail Cafe, the only restaurant in town. Newly remodeled, the store's facade echoes the old, but better, and the tables slowly fill up around noon. The original outdoor brick was so fragile, it wore away like chalk. And the only remaining original brick that could be saved is now solidified and mortared inside the interior walls, preserved like a mural, patched like an eye-sore, displayed like a trophy collecting dust.
Dwindling since the 1930's (population 232), the departed are like me, occasional visitors. Leaving the permanent residents, empty nesters, with a median age of 53.5. We who left are escape artists drawn back by necessity, nostalgia, belonging, or maybe just the vastness, the space, the ever-extended uninterrupted sea of land. Whatever it is that pulls me, I am sure of one thing: I am tethered; I am anchored. I am drawn back if not so physically than mentally. Perhaps the years will send me down the yellow-brick-road to home, perhaps the time between will push me farther down the unexplored trails far-far away, for now, I would just settle for less time between transient visits.

Time

Thing: A blog post using illustrating and connecting concepts to construct both a concrete and an abstract definition and examples of the abstract concept of time.
Audience: E12 classes
Writer: me
Purpose: To create a piece of writing that illustrates both the abstract and concrete understanding of time. . To connect my own theory of time to an accessible text and explain its impact on my decision making process.

Context: I am studying self-reflection in E12 and gathering information about the brain's process in abstract and concrete thinking. I am creating definitions of the different theories and connecting these to my own ability to self-reflect and make decisions.

Define Abstract: Concepts that cannot physically be touched, i.e. love, trust, hate, injustice, truth.
Define Concrete: Items that are tangible, they are able to be touched, i.e. pencil, pen, desk, chair.

In what ways is the concept of time both abstract and concrete?

Time Quote: "The best thing about the future is it happens one day at a time"(Abraham Lincoln)
Time Question(s): Does our age affect how we see time? Do children experience time differently than adults and if so why?
Find an Image of Time: Cite this

Trials: 

Watch and take notes on Philip Zambardo’s lecture “Secret Powers of Time”

·         https://www.youtube.com/watch?v=A3oIiH7BLmg 

Listen to and take notes on NPR’s “Shifting Time”

·         http://www.npr.org/programs/ted-radio-hour/414972943/shifting-time 

My youngest son just started Kindergarten and he says the days are "so long" and he returns from his day just exhausted. My nine year old thinks the time that elapses between summer and Christmas could very well be ten years. For me, I blink and the day is done; I never finish Christmas shopping even when I begin in the summer. So, what's up with our concepts of time? Are my sons and I existing in the same 365 day year, 24 hour day, 60 minute hour, 60 second minute? While time may be concrete on a clock; it is clearly an abstraction in terms of individual perception.

In Brain Games, "It's All About Time", Cal Tech scientist Chess Stetson explain how our brains process time depending on our exposure to stimuli. For example, our brain perceives time slowing down when we are exposed to something new, "The Oddball Effect". My guess is my five year old is experiencing all kinds of new stimuli in Kindergarten; I bet his days are like my years relative to our time experience. Time according to the experts on Brain Games is malleable and can change given our experiences and perceptions. I am guessing as we mature and our actions and choices change, so do our time perceptions which eventually affect our character. At least this happens gradually, so we virtually don't even notice the change in perception.
 I am not the only one to notice the power of time and the investments we make with our time though. "The best thing about the future is it happens one day at a time"(Abraham Lincoln). Lincoln clearly believes in time's power to change, but he also addresses personal control over choice and time. Zimbardo categorizes people into one of six types: "Past Positive", "Past Negative", "Present Hedonistic", "Present Fated", "Future Goal-Oriented", "Future Immortality". Zimbardo does not label these types as bad or good perspectives, rather he distinguishes the characteristics and consequences of each perception and each individual's choices which control that perception. So in connection to Lincoln, the "Future Goal-Oriented" planner sees the clear consequences and continually behaves and makes choices in line with those consequences in mind. While the "Present Hedonist" secures the pleasure of every moment despite the consequences. This pattern or repeated choice does indeed have the power to determine who we become. Indeed such power that Malcom Gladwell notes that it takes 10,000 hours of deliberate practice to become an expert at anything, once again proving that the choice to invest in time lies in our own power. Eventually, as time accrues, those investments in time produce dividends or bankruptcy.

It's been six years since I wrote this original post about time. And true to my concept of time passing quickly, once again, it has been a blink of an eye. Now, my-then-kindergartener is a sixth grader, and I have two oldests: both sophomores. In the past six years, I have been down quite a few different paths. One trail let me to a new chuchurch and renewed faith, another to the Philippines and back. Each stop on these trails has taken time, time that I have invested my time in my family, my kids, my students, my athletes. Although, I had a vision of what my future might look like; I am not sure if I pictured it quite like this. Time is an unstoppable force; it is a pathway we walk down. Yet, time is an abstract concept, one our brain can manipulate; it is a memory we recall, a moment we slow down. Time is a resource, one that our lives are made of, and the way I choose to spend my time ultimately shapes who I become.
Sources:
Dali, Salvador. The Persistence of Time. Google Images
Zimbardo, Philip. "The Secret Powers of Time." Lecture. 24 Sept. 2013. You Tube. RSA Animate, 24 May 2010. Web. 24 Sept. 2013.
National Geographic. ""It's About Time"" Brain Games. Nat Geo. 2013. Television.
Gladwell, Malcolm. ""10,000 Hour Rule"" Outliers: The Story of Success. New York: Little, Brown and, 2008. N. pag. Print.

Kuriyama, Caesar, Rives, Dan Gilbert, and Sean Carroll. Shifting Time. Ted Talks. Rec. 19 June 2015. NPR, 2015.

Predictably Irrational

Ariely, Dan. Predictably Irrational: The Hidden Forces That Shape Our Decisions. New York, NY: HarperCollins, 2008. Print.

From Dan Ariely's book Predictably Irrational, I selected chapter four, "The Cost of Social Norms, Why we are happy to do things, but not when we are paid to do them.". This chapter explores the difference between social norms and market norms, in other words, paid transactions and unpaid services. Ariely is able to give many examples for situations where market norms/payment would be offensive in a social norm context: family Thanksgiving dinner , neighborly favors, and dating. After conducting several experiments using social norms and market norms, Ariely's findings provide insights about motivation and payment. What is startling is that the findings indicate that although people enjoy salary and monetary compensations; they/we are more motivated by gifts or social reciprocity. This is an interesting discovery as society continues to move towards market norms for just about everything. For example, Airley does an experiement with daycare and late charges. Parents were asked to sign an agreement about tardiness, but were not fined for late pick-up and with this policy (social norm) there were virtually no instances of tardy pick up. Then the policy is changed to a charge for tardy pick-up (market norm); parents viewed this as a charge for minutes and instances of tardy pick-ups doubled. The point is market norms are not always the correct inscentive/motivator, nor are they always the best solution. In connection to Zombardo's Secret Powers of Time, a suprise reward would be more effective in terms of its present hedonist connection and effect. In other words the unexpected gift creates an in the moment response of happiness that is unattainable by a promised reward (future goal oriented) which is a delayed gratification.
As an educator, I was curious as to how this might apply to education as standards, testing and funding all move education toward market norms. Ariely does speak to this in chapter two and says that applying market norms to education will only cause more detriment to student learning as reasearch indicates. Instead he suggests, "We should probably rethink school curricula, and link them in omore obvious ways to social goals (eliminiation of poverty and crime, elevation of human rights, cure for diseases: cancer, diabetes, boosting energy conservation, space eploration). This way students, teachers, parents, citizens might see the larger point in education and become more enthusiastic and motivated about it." (94). I think isolating skills devoid of context takes away the magic of learning and certainly the love of/for it. Giving students a context where thier education becomes more rewarding in the moment may be the only way to stop the downslide and disaster that faces a stagnant educational system.
There are many examples in history, literature, and film that portray the awardness and conflict through the shifting of social and market norms. For example, the treaties between Native Americans and European settlers illustrate not only a cultural conflict, but a conflict between social and market norms. Native Americans viewed the land as something shared not owned or bought and, of course, European settlers looked at land throught the lens of economics thus were able to "buy" land from the Native Americans without thier full understanding. In literature, The Great Gatsby illustrates how friendship exists in a social norm and becomes awkward when market norms are forced into the relationship. Gatsby tries to buy his way into society and even tries to "buy" Nick Carraway who dismisses Gatsby's offers and remains Gatsby's only true friend. In the film, Pretty Woman, Richard Geare tries to buy love and a relationship with prostitute Julia Roberts this creates awkward social encounters with Geare's high society and becomes an obstacle in building a relationship.

Instinct

Thing: Post on my blog that synthesizes sources to create a (definition/classification) about instinct, uses research summary (informative), reflects through characters or personal story (summary narrative), incorporate a variety of sources within writing (synthesis)

Audience: E12 class

Writer: Me

Purpose: To create a piece of writing that uses synthesis in order to define instinct and its related theories and concepts. Using this definition, the writing should reflect about how this concept plays out in my life or those around me. To connect the concept of instinct to self-reflection.

Context: I am writing a blog post for my English 12 class that will help me to understand how my instinct influences my decision making process. 

Requirements: 

Reference all four sources in your writing, use in text citation and specific reference. Use the following concepts in your writing: conscious, adaptive unconscious, expert instinct, strategic instinct, thin-slicing. Lastly, make a personal connection. 

Sources: 

Gladwell, Malcolm. Blink: The Power of Thinking without Thinking. New York: Little, Brown, 2005. Print

Lie to Me. Dir. Samuel Baum. Perf. Tim roth, Kelly williams. 20th Century Fox, 2009, DVD.

Brace for Impact. Dir. TLC. Perf. Captain Sullenberger. TLC, 2010. You Tube. 23 May 2014. Web. 23 Sept. 2015.

Brain Games Season 4: "Instinct" Dir. National Geographic. Perf. jason Silva. National Geographic Channel, 2014. Amazon. Web. 23 Sept. 2015.

Place an image for instinct here: 

Prior to our study, what do you think "instinct" is? Define it in your own terms: 

For the past few days in English 12 we have been studying instinct. Instinct is the brain’s quick response in a situation given a large set of information. For example, in Brain Games the audience is asked to subitize, guess the number of fish when given an image and a fraction of a second. This response is sometimes reliable and sometimes not given one’s expertise or familiarity with a situation or the information. In Gladwell's book Blink, he attempts the task of persuading his reader about the power and accuracy of the adaptive unconscious. Gladwell identifies the adaptive unconscious as the body's ability to create immediate understanding from its environment and respond before the conscious, the slower and methodical processing unit, mind is even engaged in the choice or reaction. Blink is a collection of illustrative research that provides evidence to support Gladwell's claim and furthermore to support the idea that the adaptive unconscious can be not only manipulated but trained. I selected chapter one: "The Theory of Think Slices: How a Little Bit of Knowledge Goes a Long Way" from Gladwell's Blink . Gladwell details the studies of John Gottman who evaluates couples based on facial expressions, "If he analyzes an hour of a husband and wife talking, he can predict with 95% accuracy whether that couple will still be married in fifteen years. If he watches a couple for fifteen minutes, his success rate is about 90%" (64). But not just anyone can predict from conversation, as Gladwell finds as he attempts his own analysis using the same video tape, why then can Gottman? Well, Gottman studies facial expression and physical response and corresponds those to what he calls the "Four Horsemen: defensiveness, stonewalling, criticism and contempt."(Gladwell, 65) Contempt, Gottman says "is the single most important sign the marriage is in trouble...it’s heirarchical." (Gladwell, 65) Gladwell then extends this concept to first impressions based on inhabitable space, patient-doctor interaction, and film production. In the end of this chapter, Gladwell's conclusion comes full circle when he tries his hand at thin-slicing a couple's interaction once more, but this time after some instruction from Gottman. After instruction, Gladwell is able to achieve an 80% accuracy; this corresponds to Gladwell's third task of the book, first impressions and snap judgements can be educated and controlled. This chapter appeals to me on a few levels. First, as a part of a married couple, I am more aware of interactions with my husband. I think the section about contempt is a good reminder about not taking your partner for granted nor focusing on faults, who would want to live with someone like that? Words, facial expressions, body language what you feel matters and it is communicable even if you don't say it. 
Next, as a reader and teacher of literature, I love when Gladwell has complete strangers asses someone's personality based on his/her inhabitable space (room, apartment). The strangers had amazing accuracy about someone's character based on just looking around the space where s/he lives. I think this really speaks to the power of indirect characterization and how reading helps us build our adaptive unconscious. 

In Lie to Me Detective Cal Lightman can tell someone’s story or secrets just by his or her body language much like Gottman can analyze the stability of a marriage by the couple’s body language during an interaction. The details Cal reveals about each person’s story or secret is riveting. He first describes the “tell” and then observes how these details interact to create meaning and connection to a crime or situation. The detective seems to know the people better than even the families and friends know them. For example, through Cal's observations, the viewer learns about the teacher’s murder and the student’s role in that murder. It becomes evident that Cal's observations of the principal and the student with whom he’s having an affair give a much clearer picture about who is the real murderer, thus through thin-slicing Cal is able to catch the criminal.

Just as the fictional character Cal uses his expert instinct which he has developed over time; Captain Sullenberger a real person uses his expert intuition to land a disabled aircraft in the Hudson River. Captain Sully’s training in the Airforce prepared his expert instinct as explored in Brain Games to help him with a dire situation. Captain Sully had to problem solve using his strategic instinct in the situation that was presented before him, but his background and expert instinct certainly influenced his strategic instinctual response. And just as I had no idea who the car thief was in Brain Games, I am certain anyone else’s lack of expertise would have led to the aircraft’s certain demise. 
And although I might not be an airplane pilot or a cop, I am a cheer coach and with years of experience, I would say I have definitely formed an expert instinct as a spot. I can tell if an athlete is going to execute a skill or bail even before s/he begins. Using this instinct, I am able to put myself in a position to best spot and protect the athletes learning a new skill.  

Gladwell, Malcolm. Blink: The Power of Thinking without Thinking. New York: Little, Brown and, 2005. Print

Stockett, Kathryn. The Help. New York: Amy Einhorn, 2009. Print.

Mindset

Thing: Post on my blog that defines "mindset types" (definition/classification), uses research summary (informative), reflects through characters or personal story (summary narrative), incorporate a variety of sources within writing (synthesis)

Audience: E12 class

Writer: Me

Purpose: To create a working definition of "mindset types" to reflect about how this concept plays out in my life or those around me. To connect the concept of mindset to self-reflection.

Context: I am writing a blog post for my English 12 class that will help me to understand how my "mindset" influences my decision making process. 
Requirements: 

• Define Dweck's concepts of growth and fixed mindsets (in text citation)
• Summarize the chapter you read and give one direct quote (in text citation)
• Self-Reflection narrative connecting to mindset concepts
• Connect mindset concept to a famous person, character, film, tv series, or book of your choice (you may use the King of Queens episode from class if you like)
• One image illustrating any aspect of your post

Trails: 

In the "Lottery of Life" we may not always choose what happens to us, but we can choose how to react. This is a lesson I remind myself of daily, especially when I want to slip into self pity, or boast about a lucky break. Dweck's concept of growth and fixed mindsets gives an on-it's-face simple approach to reacting to life's situations. Dweck offers two pathways: growth mindset or fixed mindset. She defines each, gives examples and even explores various outcomes each produces.

Dweck's Mindset addresses both what Dweck labels the growth and fixed mindsets. The growth mindset demonstrates someone's capacity to change, grow and adapt through practice, challenges, reflection; while the fixed mindset demonstrates someone's choice to define themselves by successes and failures. In the first chapter Dweck observes this as children attempt to solve difficult puzzles and some are delighted by the challenge while others shut down. I chose the chapter "Parents, Teachers, Coaches: Where Do Mindsets Come From". In this chapter, Dweck explains that the language and beliefs held and used by adults has the power to shape the way young people percieve themselves. Even children as young as four and five demonstrate attitudes that are growth or fixed in response to adult feedback. The environment caretakers establish will influence the way that children, students and athletes perceive the value and power of hard work, practice, dedication, and determination. This environment either encourages change, development, growth or fear, reluctance, and defensiveness. Dweck's message is not that learning new skills should be easy; in fact, she states the opposite, "Lowering standards just leads to poorly educated students who feel entitled to easy work and lavish praise" (Dweck, 193). In this chapter, Dweck's message is not only to adults in the position of parent, guardian, teacher, coach but to children, students, athletes: words have power; be aware of the language and messages you send and receive.
As a mother, an educator and a coach, I reflected on the language I use and the beliefs I hold about my children, my students, my athletes. The messages I convey matter, so then do my beliefs  about the potential of people. For a long time, my parents set my goals and told me what I should be. When I decided to become a teacher, they were disappointed, but I perused teaching because I love it and it's a fulfilling career. My parents have grown to accept my choice, but that does not mean it was an easy process for either of us. After living this example, I am careful not to send messages to my children about love connected to my expectations for them. I try to avoid sending the message to my children that, "I'm judging you and I will only love you if you succeed on my terms" (Dweck,190). However, I hope, like my parents I believe in my children; that they have unlimited potential and can become anything. These are concepts I hope to apply in the classroom and in the gym as well. Life is about becoming; it's not about where you start; it's about learning; it's about change; it's about growth; it's about the journey: where and how you finish. Another author who illustrates this same concept through research is Geoffrey Colvin in his article, "What it Takes to be Great". Colvin connects the concept of Gladwell's "10,000 hour rule" to the need for this practice to be deliberate. Colvin also points out that this concept doesn't only apply to the predictable and larger goals like sports and academic success, but to "Anything anyone does at work, from the most basic task to the most exalted, is an improvable skill." (Colvin, 129). This lead me to think about how  improving just the little things leads to the overall improvement of the larger ones.
Tammy Taylor in the series Friday Night Lights is a mother,a coach's wife, and a counselor. She constantly takes on students as projects, supports her family, and when others don't believe in them, she does. For example, she empowers Tayra to take control of her life and be the first in her family to go to college; she motivates Epic to come back to school; she believes in her husband when he is faced with an impossible task of building a program from nothing; she supports her daughter, but pushes her to do what is difficult but what is right. Constantly, Ms. Taylor's character believes in the potential of people no matter the circumstance, truly a reflection of the growth mindset. She embodies Dweck's quote, "The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning." (194). Dweck points out the importance of the process and pursuit despite obstacles just as Tammy Taylor pushes her students, daughter and husband to choose work over regret, to overcome obstacles, and to believe in the process of pursuing their goals.

Dweck, Carol S., Ph.D. Mindset The New Psychology of Success. New York: Ballantine, 2008. Print

Friday Night Lights. Google Images. Google. 9.19.2017

The Brain

Thing: Post on my Blog: research summary and reflection (Informative Writing)

Audience: E12 class

Writer: Me

Purpose: To note important and informative parts of The Brain Documentary in a way that helps me understand the neuroscience and physiology behind the decision making process. 

Context: I am writing a blog post about brain research presented in class through a documentary film. I want to both summarize and reflect on the interesting and important pieces of information presented in the film. 

Requirements: 

• Film overview
• 3-4 examples from the film noting the part of the brain as well as the specific example. Use paraphrase or summary and 3-4 in text citations.
• Apply at least one example to your life
• Ask 3-4 extenuating questions stemming from the material presented in the film
• Find a labeled graph or image of a brain

The Brain. Dir. Richard Vagg. History Channel, 2010. DVD.

To begin the unit on self-reflection this year, my English 12 classes viewed The Brain, a documentary that provides an introduction to neuroscience complete with real world examples. The Brain shows the basic understanding about parts of the brain, their function as well as the various real world effects and consequences. One of the most powerful scenes for me as an educator is the section about the brain stem. The brain stem releases dopa-mine and is associated with pleasure seeking activities: sex, drugs, base-jumping. In the second section of the documentary, Cresta Christianson weighs her options about base-jumping, ultimately, she jumps, demonstrating to her the risk is worth the reward (Vagg). Risk taking behavior is common in the teenage years compile that with the fact that the frontal lobe is not finished developing until the mid-twenties has some pretty scary implications. Since eliminating the risk taking situations is not a realistic option for young adults, I think it is important then to educate them on the physiology of their brains and consequences of their actions so at least they can make informed decisions. This research definitely provides reason for risk-management and decision-making instruction, especially since risk-taking behavior may result in permanent life changes.
Another part of the documentary that was fascinating to me was the section about psychopathic behaviors and criminals. What startled me was the number of psychopaths in the average human population, 1/100 (Vagg). Although not all psychopaths are violent all share some specific traits. Specifically, research shows the decreased size of the amygdala as a physical trait even among white collar criminals (Vagg). One argument that is refuted through this information is that everyone inherently knows the difference between right and wrong. Clearly, the lack of ability for some people to empathize has a large impact on their behavior in society. It is frustrating to think that criminal institutions may be filled then with people who have brain impairment. I guess the question becomes how much does incarceration really help those people or our society then?
Lastly, the example of the cerebellum and muscle memory was interesting in correlation with athletics. Research proposed that after hours of practice the muscles may even remember the function and actions they are to perform which may explain how Clyve Wearing still remembers how to play the piano (Vagg). This would coincide with Gladwell's proposal about 10,000 hours of practice to become good at something. It seems then that beyond talent, tenacity becomes an important trait for athletes. A question I was thinking of by the end of this film had to do with brain repair. After seeing Clyve Wearing and his brain recovery and the plasticity of the human brain; I am wondering to what extent and how the brain can repair itself of minor damages? I want to know if diet and exercise might encourage brain repair. And if brain repair or changes happen without our knowledge, how powerful is our unconscious or the subconscious? How powerful are images we see, songs we hear, things we experience but don't consciously process, like advertising, and how much does that affect us unconsciously? As we discover more about the brain and its capability and progress in technological advancement, I also have to wonder what capabilities humans will have ten years from now. So, my last question is about the brain and technology; I was awestruck by the fact that DARPA has made major discoveries in synthetic brain replacement or "attachment"(Vagg). This leads me to ask how close are we to brain implemented computer access and what will that mean for the future of humanity?
Image: "Parts of the Human Brain". Google Images

Self-Reflection Definition

Thing: Blog Post about self reflection (Informative and Narrative writing)

Audience: E12 students

Writer: Me

Purpose: to define a concept and use a personal example to illustrate the concept

Context: I am writing a definition and short personal narrative example about the concept of meta-cognition/self-reflection. I am including the required items for this post: a definition of self-reflection, a quote, an image/artwork and a brief personal story.

1. Copy and Paste Definition (note where you got this from): 

Self-Reflection: Meditation or serious thought about one's character, actions, and motives. (Oxford Dictionary )

2. Copy and Paste a quote about Self-Reflection: 

Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful. Margaret J. Wheatley (Brainy Quote)

3. Copy and Paste an artwork with a self-reflection theme: (Google Images) 

4. A brief personal story/example: 

First day of school and picking up the boys for practice 

I forgot to ask how their first day was

Prioritize my relationship with my sons rather than our schedule
5. Create your post. Write a one to two paragraph post that uses transitions and sentence fluency to communicate the concept of self-reflection. Include the resources you have collected above (1-4).

Beginning the year with my English 12 class this year, we are discussing and practicing self-reflection or meta-cognition, if you want to get fancy. The act of self-reflection itself shows sophistication and maturity; it is action of thinking about one's behaviors, choices, values, relationships in order to improve those actions, choices, skills, behaviors and more (Dictionary.com). Self-reflection, though sounds easy, takes time and discipline. Like Rodin's statue, Le Penseur, we rarely have the time or opportunity to just sit and think and reflect. The act of sitting down to think about how I have approached and then deal with a moment, an interaction, a behavior, a choice, a relationship, a skill, a lesson seems like a simple task, but it is rather complex. Similar to what Chinese philosopher Lao Tzu states about self-knowledge, "He who conquers others is strong: He who conquers himself is mighty.". So often I find myself contemplating others' decisions or actions and not my own, all the while knowing that , "There's only one corner of the universe you can be certain of improving, and that is your own self." (Huxley). So knowing that just controlling my own actions can help me improve my relationships forces me to think about my interactions and responses as a wife, teacher, friend, sister, co-worker, coach, and most importantly mom.

     One of the relationships I value in my corner of the universe is the relationship I have with my sons. 

I want to continue to improve on being a mom, so I have to continually evaluate my actions, reactions and

interactions with them, it's a learning process. Yesterday, I picked up my sons from their first day of school;

I had meetings and a practice, Austin had soccer practice, and then off to church mid-week. 

As I rushed into Putnam to pick up my boys, reminding Austin he had practice and had to hurry 

and put on his shin guards, packing away Aiden's craft without letting him finish, we rushed out the door 

to the car and over to soccer park. Snatching a soccer ball out of the back of the vehicle, Austin dribbled

off to practice with his coach and teammates, meanwhile Aiden played Clash of Clans in his car seat. 

Wait a minute. My children's first day of school and I had failed to ask how it went. How could that be 

possible? Well, I am often in a hurry and even though my intention is to get my kids to where they need 

to be on time and demonstrate punctuality and responsibility, but I had put that before them.Which may not seem like a big deal, but as a repeated action, over time could be terrible for our relationship; if I continued to prioritize schedule over a personal relationship with my kids. So, next time, when I am in the middle of the end-of-the-day rush I will remember these six seconds, slow down and ask, "How was your day?".

Sculpture: "Penseur de Rodin" (Google Images)