It's a tenacious balancing act in social media.

​My work appears to be garnering federal attention. In the last couple of weeks, I have accepted friend requests from people claiming to represent the US Embassy in Turkey and the FBI.

Rumor has it that this attention is about how my brain functions while I am involved in online activities: You know... the process I am analyzing for the purpose of developing a lesson so that others can learn to do the same thing. I already talked about the possibility that my work may become classified as a controlled document with my professor during one of last semester's chats after class. I understand. No problem. I posted a status message that told everyone this is okay, just let me know.

​I also shared how I cannot do any of this under duress: It's a distraction. If they want me to continue analyzing what I know, they will have to simply show up, join the party and share loving vibes.

...and it could be the reggae industry vetting me. Facebook being what it is and all... smh... either way, word is out now...

...and it could be white supremacists (they were mentioned in the conversation by a man a few weeks ago).... or trolls... or simply bored people playing silly games. Social media has its moments. The challenging part is accepting the subtle nuances in behavior as reflections of the individual writing the post without feeling the need to verify absolutely anything about the person. Frequently, people are exactly who they represent. This allows for broad generalizations that shed light on culture. That being said, psychology teaches practitioners not to make diagnoses without meeting the person face-to-face. By the same token, it is grossly inappropriate to believe that we can draw concrete conclusions about anybody solely through their online interactions. This is just about establishing enough of a rapport to introduce ourselves to each other and learn the fundamentals of comprehensible conversations. Along those lines, we are proud to present a lovely little live stream created tonight at Sipho's... ​www.facebook.com/blakkrosemusic/videos/2051955765054778/

Today, I learned that, to do any of this, I must engage in activities that produce alpha waves. ​For me, this is accomplished by interacting with optimistic people while listening to beautiful, blessed reggae. At certain points, I will get chills that seem to be my physical reaction to a sudden change in my neurochemistry:
My vision clears, breathing slows, thinking coalesces and productivity increases.
 https://www.psychologytoday.com/us/blog/the-athletes-way/201504/alpha-brain-waves-boost-creativity-and-reduce-depression ​

Something that came up— was how adaptable the brain is at taking random sensations and turning that into information. It's about teaching you to get into the zone and recognize a mind frame, so you learn how it feels to be concentrating well.
https://www.theverge.com/2018/8/22/17770652/caroline-williams-my-plastic-brain-neuroscience-self-improvement-interview​

pay attention to the algorithms
​medium.com/@reciosonny/learning-the-basics-of-algorithms-why-should-i-care-6a70e4162643

I have been harboring resentment about my “emotional awareness in relation to resilience” graduate project because I was convinced it was our university’s attempt to help me tolerate untenable circumstances, just another brick in the wall of social oppression being used to placate the victim. It wasn’t until I visited the Chico Peace and Justice Center that I was able to comprehend the possibility that my “emotional awareness in relation to resilience” lesson could be designed in a way that helps people acquire the resolve to improve the situation.

I am starting to recognize how those beliefs dictated my behavior this year. Most of the time, my annoyance would manifest in comments that were more adversarial than conversational. This tone puts people on the defensive, where they must be willing to trust someone who is behaving as an opponent rather than an ally. It can be done, but it goes against human nature. In modern society, it defies accepted mores. The exception to this rule are trauma-informed providers who recognize these actions as a manifestation of pain and respond with patient compassion, loving support and insightful guidance. Any healthy individual wanting to heal and grow would be wise to seek out these people.

Ultimately, my understanding of oppression did little to improve the situation. I had to let go of the anger. It was keeping away people who wanted to help me. We oppressed babies are quick learners; survival dictates no less. We learn the rules of oppression, and, all to frequently, use them against ourselves and each other. We must avoid becoming our own worst enemies. We can start by putting away hostility so that people who love us can help us.

Yes, emotional awareness in relation to resilience is useful in placating the victim, because being calm improves the likelihood that we are available to accept help. Coincidentally, it is also a tool that helps us gain knowledge about how to make things better. Your perception will define the outcome.

I was the only student whose presentation won the approval of a classmate. She was listening while pretending to be a school principal at a school board meeting.

Yes, it is true that PISA 2012 provides data which identifies a positive relationship between cognitive problem solving and math, reading and science achievement. What it does not explain is how developing cognitive problem-solving skills (critical thinking) is a subjective process. A follow-up assessment to the PISA may allow the identification of variables leading to the quantification of this phenomenon.
​
I used the Rasta Beach video segment to elicit emotional appeal (a non-cognitive construct) when there was no data to support my position: The EQ-i assessments substantiate academic success through non-cognitive interventions with allegory. Until published data supporting the efficacy of EQ-i (emotional intelligence) interventions becomes available, the results remain entirely anecdotal. Therefore, we must make decisions based solely on the assurances of a respected Canadian company.

This substantiates the importance of having strong non-cognitive skills such as emotional intelligence (awareness), especially considering our current socio-political climate. Having them helps us identify them. This is an incredibly valuable lesson to teach our students. Being able to differentiate between cognitive and non-cognitive arguments provides an individual with understandings that allow an accurate interpretation of the validity of a position.

CEO
Company Name: HottaDanFyah Muzik Int. Inc.
Dates Employed: Sep 2016 – Present
Employment Duration: 1 yr 9 mos
Location: Brooklyn, New York
Introduced a group of respected international artists to each other, and presented the idea of incorporating the HottaDanFyah Muzik name established in Ghana. Created online meeting spaces and filed articles of incorporation. Explained the different responsibilities for each position on the board of directors. Taught the president basic meeting procedure and agenda preparation. Constructed an Internet presence. Modified a Bylaws boilerplate and presented it for review and approval. Created a one-sentence contract to buttress verbal agreements. Mentored president during early interactions with Jamaica. Trained Treasurer.   ​

Village Ambassador
Company Name: Farato
Dates Employed: Dec 2010 – Present
Employment Duration: 7 yrs 6 mos
Location: Gambia
​Represent Africa in an objective and open manner, sharing our message of peace, love and hope. Apply insightful analysis and offer unique ideas toward correcting issues of inequality and inequity. Encourage unity while preserving world cultures. 

Peer Counselor and Volunteer Community Advocate
Company Name: Varied 
Dates Employed: Jul 1990 – Present
Employment Duration: 27 yrs 11 mos
Location: Varied
Lobbied state legislators regarding public school issues. Lobbied county and city commissions regarding zoning, safety, and budget issues. Produced correspondence between neighborhood organizations and community leaders. Coordinated crime, legislation and community awareness meetings with guest speakers. Lobbied Congressman to restore work visas for foreign entertainers. Called Congress to request deescalation intervention during an international crisis.

Owner
Company Name: Blakk Rose Music
Dates Employed: Mar 2010 – Mar 2012
Employment Duration: 2 yrs 1 mo
Location: Clearlake, California
Trained a Jamaican partner in professional networking and team-building interactions, as well as university-level message design and presentation skills. Co-produced, marketed and performed in an overnight yard show with over 500 eager participants of all socioeconomic levels during a national state of emergency. Learned show production and presentation in the United States from a professional American singer and a Jamaican Entertainment Attorney with UNESCO. Attended and participated in African shows. Introduced myself, promoted music, and shared goals during a live national radio interview in The Gambia. Anecdote indicates that these activities spearheaded a revival of the reggae industry and the worldwide unification of the Rastafari nation.   
​
Consultant for District Superintendent
Company Name: Konocti Unified School District
Dates Employed: Feb 2008 – Sep 2009
Employment Duration: 1 yr 8 mos
Location: Lower Lake, California
Presented proposal to integrate technology in class using online course delivery application. Discussed student safety. Conducted search for information regarding middle school success rates and available options to current middle school practices. Explored redistribution of schools according to research-based recommendations.

Art Docent
Company Name: Konocti Unified School District
Dates Employed: Jan 2006 – Aug 2009
Employment Duration: 3 yrs 8 mos
Location: Lower Lake, California
Designed and delivered visual art lessons that were integrated into the core curriculum during small group projects. Increased history and art comprehension. Fostered student enthusiasm and cooperation.  

Americorps Volunteer
Company Name: Oak Hill Middle School
Dates Employed: Jan 2006 – Aug 2006
Employment Duration: 8 mos
Location: Clearlake, California
Tutored at-risk and struggling students in reading. Boosted engagement by integrating visual art. Intervened and moderated student conflicts. Calmed unnerved seventh graders after one of them unintentionally injured my eyes. Trusted supervising Vice Principal's guidance and leadership.    

Staff Substitute Teacher
Company Name: Oak Hill Middle School
Dates Employed: Aug 2005 – Aug 2006
Employment Duration: 1 yr 1 mo
Location: Clearlake, California
Dedicated all working hours to one school. Improved student-substitute relationships. Raised assignment completion rates. Boosted school moral. Coached teachers about how to apply university-level curriculum design and student-centered learning methodologies in the classroom.  

Senior Reader
Company Name: Lower Lake High School
Dates Employed: Jan 2004 – May 2004
Employment Duration: 5 mos
Location: Lower Lake, California
Taught MLA writing style to a class of 12th graders. Proof-read and edited thirty 10-page papers. Briefed students in presentation skills. Mentored an at-risk gifted student through the entire senior project process: research, library visit, writing, reading, editing, photography, posterboard layout, basic visual art concepts, and public speaking.

Graduate Research/Teaching Assistant in Technology for Educators
Company Name: University of Central Florida
Dates Employed: Aug 2000 – May 2002
Employment Duration: 1 yr 10 mos
Location: Orlando, Florida Area
Edited, modified and taught face-to-face and WebCT-based course curriculum pages. Analyzed course objectives, student technology competencies, and instructor goals in order to design and develop a completely Web-based learning environment that best supports the students’ successful acquisition of course objectives as well as the creative application of those objectives so that students could meet work-related responsibilities regardless of their technology competency level.   

Supervisor, PALs (Peers Assisting Learners) Online
Company Name: University of Central Florida
Dates Employed: Aug 1999 – Aug 2000
Employment Duration: 1 yr 1 mo
Location: Orlando, Florida Area
Facilitated the development of a pioneer program providing support for online students. Designed both face-to-face and online training for online student assistants. Presented online training developments to university faculty and administrators.   

On-line Teaching Assistant in Legal Studies
Company Name: University of Central Florida
Dates Employed: Oct 1998 – Aug 2000
Employment Duration: 1 yr 11 mos
Location: Orlando, Florida Area
Acted as liaison between professor of record and students. Learned to facilitate Socratic dialog in both face-to-face and online classroom environments. Succeeded in the design, development and teaching of an undergraduate online classroom, delivered via Internet public domain and WebCT, which facilitated both the acquisition of legal studies core curriculum and higher-level problem solving skills.   

Tech Consultant for the Freshman Seminar Group during Faculty Workshop Week
Company Name: University of Central Florida
Dates Employed: April 1999 - April 1999
Employment Duration: 1 mo
Location: Orlando, Florida Area
​Collaborated in the development of program goals that would support freshman student success. Communicated how available technology could best support the group’s goals. Created goals summary slide in PowerPoint. Created the graphics and supporting text-based instructions using MS Image Composer and MS Word for the group’s final presentation.

Even more to the point, what about our students who must deal with this dichotomous reality? Is it reasonable to conclude that moving back and forth between these situations has a significant impact on their emotions? Are we, as educators, exercising appropriate care by ignoring this dynamic?  Does the transition between these moments adversely affect their academic performance? Is it possible that the time and attention it takes to compartmentalize environments distracts from focus on studies?

Would providing additional support in the form of an emotional assessment designed to reveal and teach students how to manage different emotions provide additional coping skills that save time and increase comfort leading to more confidence and, ultimately, improved academic performance?