Week 9 Term 3 - Facing Goliath

GOLIATH

a very large and powerful person or organization 

The story of David and Goliath is your classic example of the underdog winning. For me it is more than just about the underdog and winning. In this story we learn about the battle between the Philistines and the Israelite armies. For 40 days a Philistine giant, Goliath mocked, tormented and threatened the Israelite army. They were terrified of him and saw his physical appearance as a threat to their strength as a cohort. A young boy named David was sent to assist the Israelite army in battle and soon found out about Goliath. Unsettled about the treatment towards the Israelite, David volunteered to fight Goliath. Goliath retaliated with more threats and mocks. He used his large physique and nature to project fear over his counterparts. This was his way of gaining leverage over his opponents, create fear by amplifying his stature and power as a weapon. This did not waver David who confidently said to Goliath "You come against me with sword and spear and javelin, but I come against you in the name of the Lord Almighty." This declaration is bold and confident. I know that when I have had to face my 'Goliath', I have never felt the confidence that David had. As Goliath went in for the kill, David reached into his bag and slung a stone towards's Goliath's head. Immediately Goliath fell and David killed him. This was a monumental moment for the Israelite as it showed that strength is beyond stature and an ability to scare. Strength can also be found in being confident and secure in who you are and what you are grounded in. 

The lesson in this story is all about faith, courage and overcoming adversities. The themes found in 'David & Goliath' of faith, courage and overcoming adversities are relevant today. We all have a 'Goliath' that we face in our lives whether it is in a relationship, internal struggles, family dynamics or in our work place. Each 'Goliath' comes with it's own set of issues, conditions and realities. David's action is inspiration and encouragement that we have the ability to overcome the impossible. What he lacked in physical strength was totally increased through his mental strength. He had a confidence that enabled him to see beyond what he did not have and have full faith in what he possessed. 

STONE

hard solid non-metallic mineral matter of which rock is made, especially as a building material.

We are living in an age where the giants in our lives can become overwhelming. Anxiety, lack of motivation to do anything, pressure to provide and perform - plus everything in between, combined can become a Goliath that one may face daily. Everyday I see and hear of the 'Goliath' issues that some of our young people face. Working in a school that is predominantly made up of Maori and Pasifika students, the mountains that some of our young people have had to climb during the COVID pandemic is sadly a common thread amongst most Maori and Pasifika students nationwide. Dr Glenn Doherty, CEO of Langimalie Tongan Health Society says "When you’re Year 12 or 13, you’re preparing to either study or work. These Pasifika students are our priority because they are going to be the ones in line to financially help out their families during this time and other times of vulnerability." The current climate is confronting for all learners but especially for our Maori and Pasifika learners. 

Defeating Goliath through sheer confidence in God and in himself, is a testament to faith that David has. The stone he threw, despite it's size, was able to have a huge impact on Goliath. Education is a stone that all young people should and can capitalize from. It can open doors, create opportunities and like the fall of Goliath, it can be a breakthrough for better things. My Year 11 cohort are in the thick of assessments and as I mentioned in my earlier post, some have chosen to sit in cruise control. I believe that the most recent lockdown was detrimental for my Year 11s because when they returned to school they lacked the motivation to continue with their NCEA Level 1 journey. I shared the message of 'Facing your Goliath' at our online assembly this morning. Many were familiar with the story and understood the underlying message. Now it is matter of applying this to their situation. At times as a teacher and dean, I feel that the issues and realities that my students face is too big and complex for me to help them with. At times (more often than not) I feel that I need to more in supporting my students especially my Year 11s. It is during these times that I am reminded that while these issues may continue to increase and grow, I do have my own set of 'stones' that I can tap into. Part of the definition of a stone is that it can be used as a 'building material'. David's ONE stone had the impact to defeat a giant. It helped him build character. Whether it be one or more, we have a 'stone' (gifts, abilities, values....) to help us build towards something. It is all in the mind, how you choose to approach your 'Goliath' and how you choose to experience your 'Goliath' will have a lasting impression on you. 

Week 8 Term 3 - Chasing Pavements

The Song: 

Chasing Pavements

'Chasing Pavements' is a song written and performed by English singer Adele. It was released in 2008 and by 2011 it hold sold 2 million copies worldwide. Adele won a Grammy award for Best Female Pop Vocal Performance for 'Chasing Pavements'. The premise of the song is based on a personal experience Adele had when she broke up with her boyfriend. "The song was inspired by an incident Adele had with a former boyfriend of six months. After learning he had cheated on her, she went to the bar he was at and punched him in the face. After being thrown out, Adele walked down the street alone and thought to herself, 'What is it you're chasing? You're chasing an empty pavement.'" (Wikipedia). 

Now in all honesty, I have never really paid too much attention to this song or Adele as an artist. I appreciate her work and artistry. But this isn't a review on who she is as an artist but more so my reflection on the lyrics and how they speak to me now. Lyrics in song are like poetry. The lyrics help to paint the picture, they invite us in, take us on a journey, reflect our current situation, challenges the audience, celebrates life and at times can make us question life. 'Chasing Pavements' challenges one to think about the 'what' and 'why' when a relationship has come to an end. Is it worth fighting for? Why do I keep running back? Who am I NOW that the relationship has ended? Do I keep trying? Do I just give up and move on? 

The Chorus: 

Should I give up

Or should I just keep chasing pavements?

Even if it leads nowhere

Or would it be a waste?

Even If I knew my place should I leave it there?

Should I give up

Or should I just keep chasing pavements?

Even if it leads nowhere

The chorus of this song speaks of finding and choosing courage, even in the midst of uncertainty. The chorus begs the questions of 'should I or shouldn't I?' Do I run back and try to mend something that is broken or do I accept what it is and move forward. Why do I keep running back? The concept of 'pavements' gives a visual backdrop to the state of the relationship. Pavement - any paved surface or area. The idea of 'chasing pavements' alludes to the turmoil that one can be in when they are in turmoil. At times we can find ourselves chasing the a broken dream, a relationship that was never meant to be, toxic people who are not the best fit in our lives. The list is endless. The questioning has made me think that while somethings are better left as they are, there are other things like your well-being, family, goals and dreams that are worth the effort. 

Since returning to school from the last lock-down I have spent a lot of time speaking to my Year 11 cohort. There were different themes that came through each discussion but a common theme that echoed through each student I spoke to was that there was this overwhelming sense of 'pressure' to 'perform' and that they wanted time to enjoy what they have achieved especially during two lock-downs. This put the students in a space where they were running on empty and did not have motivation to keep going. Should I give up? Or should I just keep chasing pavements? Even if it leads nowhere - The first line in the chorus poses two questions if one should throw the towel in or keep trying to make the relationship work (chasing pavements) followed by a statement that implies that the effort to make it work might not restore the relationship. While 'Chasing Pavements' is a song about a break-up, the lyrics mirrors the student voice from my meetings with Year 11. We are living in unique times where there is a fear of the unknown and anxiety of uncertainty which can create doubt in anyone's mindset. Is it worthwhile to continue to commit to excellence and pursue goals? Is the relationship between academic achievement and how one can apply this to the current reality of society a side of the 'pavement' worth 'chasing'? 

Choosing Courage:

When we choose COURAGE, fear has no place in us (Joyce Meyers)

The answer is yes. Now more than ever, the power of learning and education can give our learners an advantage that can take them far. To have a job that guarantees employment and that will provide financial security is considered a luxury given the nature of our social and economic state in COVID-19. My encouragement to my Year 11 students is to continue to chase the pavement, to find and choose courage over fear. I shared this message with my Year 11's during our online assembly; 

'It is easy to let our issue or problem be what it is. It is easy to walk away from our issues. It is hard to face the truth and to face our reality. Finding and choosing courage means that you WANT to face your issues. You WANT to change. You WANT to move forward. Do not get comfortable with where you are at in your learning journey. Do not get comfortable with doing the bare minimum. NOW is the time to really dig deep and find the courage to motivate yourself to finish what you have started.' (Stevenson)

It is too easy and too common to give in and feel like there is no finish line (even if it leads nowhere) and it is easy to question and doubt your efforts (Should I give up? Or should I just keep chasing pavements?) It takes real courage to keep going even when things seem to fall around you, it takes courage to persevere through uncertainty. I have found that as time continues to crunch along and the assessment deadline looms closer and closer, the approach in motivating my students is key. They are at a point in their journey where for most they know what they have done and what they need to do. They feel that it is OK to have a moment and they need to feel encouraged to not sit in that moment but use it as leverage to endure. 'Chasing pavements' can tiring and draining, but if the relationship is worth the time then the 'chase' should be worthwhile. 

Joshua 1:6

Be strong and courageous, for you are the one who will lead these people to possess all the land I swore to their ancestors I would give them

I am looking forward to seeing how the next two weeks of this term go for my Year 11 students. I know that this conversation is one that I will be revisiting with my year group. That is OK. I am aware that the world that we are living is one big pavement that we are constantly chasing, trying to keep up with avoiding detours in favor of reaching our finish line. We are all designed to be great and to live great. It takes time to understand how we are wired but it usually through uncertain and stressful times that we activate this strong sense to endure and be courageous. When you think about the challenges you have been through, you can really see and understand how much you able to get through - still standing! 'Chasing pavements' can seem like one is exerting all their energy for something or someone who does not value them. 'Walking with purpose on pavements' is another way to motivate yourself to get to your goal. 

Week 7 Term 3 - Renovation

I really enjoy watching HGTV (Home & Garden Television). It is an American television channels that is made up of different home renovation and lifestyle series. In particular my favorite shows on HGTV are Windy City Rehab (restoring vintage homes in Chicago), Masters of Flip (based on a couple who flip homes and sell them in Nashville), Bargain Mansions (home restoration expert Tamara Day flips old heritage mansions and sells them for profit) and more recently 100 Day Home (husband and wife help clients build their dream home from the ground up in 100 days). 

The premise for each show follows a similar format - taking something old, renovate, rebuild, remodel, reveal then rejoice in the fruits of their labor. I love the idea of taking something that is considered broken, old, run-down, rejected and aesthetically 'ugly' and turning it into something beautiful. Even more so the concept of 'renovating' and 'rebuilding' is what I love. The whole process - from the planning to the execution of the vision and ideas - this is something that I enjoy watching. 'Renovations' is a concept that I believe is something that holds a significant, deeper meaning to me. We are all a work in progress and we all have areas in our lives that we need to make improvements on. We are all grounded in something whether our foundation is solid in our faith or cultural values. I shared this reflection with my Year 11 cohort in our most recent assembly. 

RENOVATION: 

the act or process of repairing and improving something, especially a building

Hometown Demolition Contractors (www.hometowndemolitioncontractors.com) provide 10 key steps to help one organize their home renovation in the hope that it will bring structure and sanity to anyone pursuing this. The 10 key steps are as follows: 

Planning: 1 month
Demolition: 2 weeks
HVAC, Electrical & Plumbing: 5 days
Framing & Drywall: 10 days
Painting: 1 week
Cabinets & Fixtures: 1 week
Doors & Windows: 5 days
Clean House & Air Vents: 1 day
Flooring: 1 week
Trim and Finish Work: 1 week

It is safe to say that these steps are very specific and necessary to the task. Venturing off into a shortcut may bring you closer to the finish line, but the finer details (finishes, trim work) may be at risk due to the lack of attention because one is so focused on just getting the job done. I can attest to this. When my wife and I bought our home the first thing we wanted to do was to repaint the entire living area (kitchen, dinning area and lounge). The first coat was fine, but we learnt very early on that it needed about 3 coats to fully wash out the hideous 'off white almost avocado' green. We were so determined to get the job done that we spent most of the night into the early hours of the morning doing the first coat. In less than 2 days the job was done. Do we regret it? Nope. Was it hard work? For us, yes. Did we want to shortcut? YES! But we knew that this would only damage the visual that we wanted. 

Renovating - whether it is a huge remodel or a modest repaint job - requires planning and vision. It requires, whoever is leading the job - to see a finish line and think about what steps are needed to get to the end. It requires one to look at the areas that need improvement and specify what is needed to make the necessary changes. Renovation gives one an opportunity to visualize a goal. Renovation also celebrates the bones of a building, the heritage of a building and encourages people to remodel in a way the honors the history. 

I felt compelled to share this reflection with my Year 11s. If the notion 'throwing a curve ball' was ever a year - it would be 2020. For my cohort, the goal has always been to work towards achieving NCEA Level 1. The journey in getting there is not always the smoothest and I have found that for some of them, they have reached a point where the pressure is too much, they have had enough or they just want a break from it all. My hope in sharing this reflection was to encourage them - regardless of what their 'building' looks like (their learning journey, their personal journey) that we have an opportunity to rebuild everyday. We have an opportunity to make improvements. Such a task requires attention to detail, it requires a sense of visualizing a finish line and a degree of planning and preparation. Execution is only successful if the planning is thorough and specific. I hope that my Year 11s can understand that they have the potential to rebuild in area of their lives, some could easily see this through in their own time. Others will need the support of others to help them find their feet. Regardless the opportunity to renovate - physically and/or internally - is available. It is up to the individual to make that choice. 

Jeremiah 29:5

Build houses and settle down. Plant gardens and eat what you grow in them

Connecting a message or point of view to a text is something that I encourage my learners to do in their writing. It validates the argument and shows that the writer is able to make connections with their point of view against other perspectives. I believe that when I have an opportunity to speak to my year group, it is important that I am being as honest as I can to myself. Otherwise my message will not come across genuine and rather forced or empty. For me, I use my platform to share verses that I feel are appropriate to whatever the reflection is. I shared this verse from Jeremiah to bring home my message, when I presented to my Year 11s. The message for me from this message is that we are all in a process of building, we are as I said earlier, a work in progress. What we believe, what we say, what we desire and aspire to be, what we work towards, what we value, who we value, love, honor, respect - is all part of the 'building' that we are creating in our lives (build houses and settle down). If we do this in love and in honor of our values, culture and faith, we can enjoy the blessings (eat what you grow in them). 

I look forward to renovating more with my students and team. 

Week 6 Term 3 - The Last Dance

There are series on Netflix that I like to watch over and over again. 'The Crown', 'The Fresh Prince of Bel Air', 'Modern Family' and 'The Last Dance'. The drama, the scandal, the comedy, the journey are just some of factors that I find attractive about each series. In particular 'The Last Dance' - a 10 part-documentary that follows the career of Michael Jordan and the last season he played with the Chicago Bulls (1997-1998) is a series that I have on rerun. The series follows the entire team as they go into their last successful campaign in the late nineties. Michael Jordan is the focus in the series, documenting the 'Jordan phenomenon' as well the team players and other associates who were part of the dream team. An aspect of the series that I was really drawn to was the leadership and direction of the head coach of the Chicago Bulls, Phil Jackson. Coach Jackson coached the Bulls from 1989-1998 and for each season he would use a theme or a concept to help drive his leadership. The theme would include the different plays and strategies that he would implement in the team but more importantly the theme would focus on the culture of the team. For his last season he used the concept of 'The Last Dance'. "I talked to the players about particularly how important it was for us to really be together in this last run that we were going to have,” Jackson said. “So I called it The Last Dance." (Sports Chicago 2020). This concept was adopted into the team dynamic, driving the team to really work together and to give their best in their last season with coach Jackson. 

The 'behind-the-scenes' interviews and footage that ESPN captured during the 1997 season highlighted the mass appeal of Michael Jordan but moreso the leadership of coach Jackson. He believed that everyone brought something special to the team and that the team culture was just as if not more important than the results, the championship. Winning was a bonus, the focus was to create a momentum and dynamic in the team that allowed everyone to contribute and succeed together. 

The most recent lockdown has been much easier than the first. What we learnt from the first time has now been reviewed and the approach to find a balance between work and family has been the focus. The English Department have met regularly in the last two weeks, focusing particularly on the achievement for our NCEA Level 1, Level 2 and Level 3 English students. Part of unpacking the achievement data is to review and reflect on the areas that need attention as well as celebrating the wins. We could easily focus on the victories that each cohort has shown in their achievement shift - which is a huge testament to the team and the work and commitment to their students. But we also know that our job is not done yet and that we need to understand WHO is not achieving, WHY are they not achieving and WHAT can we do to help. In the first lockdown during Term 2, this was a the immediate response to the data analysis. We identified the students who were at risk of achieving and then unpacked why. This was a vital part of the process as we had to take time to figure out the bigger picture for the student and see what we could do to support them. This approach was taken up again when we went into lockdown in Term 3. This approach has worked for the English Department in that it highlights the student's needs and it empowers us to think about our position and what we can do to support our learners. 

As we enter the last leg of 2020, our 'last dance' with our senior learners for the 2020 season - I am confident and super grateful that our team are committed to pushing through with our learners especially those who are underachieving. The approach is about facing the truth, designing a plan to move forward and taking the necessary steps to action it. Like the mindset of coach Jackson, our focus is about the work and the effort to try and minimize failure. It is about getting the team of teachers on board and to talk about what is going on. Building a culture in the team that is grounded in trust and respect. We certainly enjoy the wins and understand the work and time required, for that we are grateful to our department. It has certainly been an interesting learning journey and season for all learners in New Zealand. My hope is that all educators can use their position as leverage to build collaboration and work ethic not just within their classes but also with their colleagues. 

Week 3 Term 3 - Climate Change

 CLIMATE CHANGE

Climate change describes a change in the average conditions such as temperature and rainfall. Human activity is increasingly influencing climate change through activity such as the cutting down of rain forests and the burning of fossil fuels like natural oils, gas and coal. 

NASA states that "Increased heat, drought and insect outbreaks, all linked to climate change, have increased wildfires. Declining water supplies, reduced agricultural yields, health impacts in cities due to heat, and flooding and erosion in coastal areas are additional concerns." It is evident that climate change has and is a global issue that continues to have an impact on how we live and what we live in.

CURRENT CLIMATE IN PACIFIC EDUCATION

The Government have released the Action Plan for Pacific Education 2030 Vision. This plan follows from the Tapasa document. 

There are 6 objectives for the education system and each system has 5 key shifts that is needed to meet the goals of the plan. The overall vision of the action plan is to align objectives with school's strategic plan, goals and vision. 

I can only speak on my view on the current state of Pacific education. I believe that the current system for Pacific learners in secondary education is one that is working for some but at the same time needs to change. The needs of our Pacific learners is changing and the demands to improve literacy is one particular need that is increasing. In my experience I have seen the literacy gap widen with many of the Pacific learners starting college well below the national average in literacy. The current system in the way it tests our Pacific learners needs to change (the writing prompts and topics for the test in particular). The education system needs to be one that is inclusive of the needs of not just the Pacific learners but also of their families and communities. 

The action plan will only function well if all are on board. The current climate in society is divided with the Black Lives Matter movement. The movement is based on the advocating and protesting against police brutality and racial motivated violence against Black people. There are differing perspectives on this movement with people for or against it. The concept of 'black lives matter' has created a division in society where for some people they believe that all lives matter. 

In the same light when it comes to the action plan for pacific education - one may question - what about the rest? The rest do matter. Their needs, values and communities are just as important. Ayana Lage says "No one's saying that your life doesn't matter. What we're saying...is all lives matter until black lives matter." Pacific education is an area that is in crisis and it is vital that this crisis is addressed and that all involved are on the same page and work towards bringing a solution to the problem. 

Tamaki College's student body is 64% Pacific (Tonga, Samoa, Cook Island, Niue, Fijian, Tuvalu, Tokelau). As an educator, a Pacific educator - my pedagogy is based on the cultural system and values that I was born into. The key value of respect and hierarchy (knowing your place) are two values that I bring into my practice. I hope to see that the action plan will help bring those core values into the classroom, that the Pacific students can work and experience a system that is inclusive of what they know, who they are and what they need. 

Week 1 Term 3 - TRAITS

I spent this morning taking my Year 9 students through our film study for 'The Freedom Writers'. We were discussing character and in particular character traits for the four main characters in the film. To get them to understand what a character trait is I put up images of different people (fictional characters, world leaders, celebrities and athletes) and asked the students to describe the person's personality. This was my Segway into getting my class to identify character traits for the film characters and to then explain how this trait is shown in the film. This was an interesting exercise in that our perception of others is grounded in what we think, see and know. Usually what we think and see (when it comes to knowing others) can influence what we know or want to know. 

Returning from school holidays and getting back into the swing of things is always a case of finding my feet, getting motivated and inspired again. Today's exercise with my Year 9 students made me think about Term 2 and the characteristic traits that it carried. As I settle into back into school life and plan ahead for Term 3 I am hopeful that this term will be characterized by the following traits (for both myself and my students). 

MOTIVATIONAL: 

Designed to promote the desire or willingness to do or achieve something

When discussing the main character in the film 'The Freedom Writers', my Year 9 students were quick to describe Ms Erin Gruwell as 'motivational'. She is exactly that. She was determined and willing to connect with her students, she wanted her students to feel confident and comfortable with who they are. She saw the potential in them even when they were unable to realize or understand their own potential. 

Much of my time throughout each day is spent trying to 'motivate' students to do something. The message shared throughout Term 2 (during lock down and post lock down) was that 'doing nothing is not an option'. Creating a space where the students feel motivated to work, to learn, to achieve is a goal for me this term. For my senior classes, this term is crucial as it is the only full term left where they have to complete their internal assessments. I know that in order for this to happen - it starts with me and how prepared I am. But even more so how I motivate them (through discussion, meetings etc) is just as if not more imperative. This term is important for all senior students as this is the term where the final push in completing internal assessments is the priority. I hope to motivate and inspire my students to complete their internal assessments well. 

PARTNERSHIP:

An association of two or more people as partners

In the film 'The Freedom Writers' Ms Gruwell understood (very quickly) that she had to know her learners and understand what their needs before she could implement her teaching program. By investing time in getting to know her class, she was able to understand them and get an insight to who they are. This helped her design a teaching program that was custom fit for her students. 

On the first day of Term 3 I spent my first lesson with my Year 9 students reviewing the learning and achievement from Term 2. One student in particular was very vocal and honest about what they did not enjoy about English and I asked him 'why?' He explain that he needed specific things from me as his teacher but was to afraid to ask. This was a sobering moment for me because I knew that I did not support him in English. I asked him what he felt he needed from me as his teacher and he was shocked at first but soon shared what he felt he needed from me. I do not usually spend time in 'partnership' with my junior classes - typically it is a very traditional teacher/student relationship. What I have learnt from this conversation is that 'partnership' is an important piece in our student's learning journey. In order to be a part of the journey, leading from all sides - from the front but especially beside each other - is powerful. Like Ms Gruwell, this conversation is one that I hope to continue to have with my junior class. It has made me rethink what I am doing with them this term. 

I look forward to more learning, creating and sharing this term! 

Week 12 Term 2 - It's done

Finally. 

This term has been unique to say the least. The last day of term is always a blur - as a teacher and I am pretty sure for our students it is the same, but you wait and work for this day and when it finally arrives it can become a mixture of exhaustion, excitement and relief. 

Review

It has been a long term (12 weeks in total) with the first five weeks of term 2 working online with the students. Online learning, online meetings, online hangouts with students - it was 5 weeks of venturing out into the digital world, recreating the face of our online platforms and walking through a different space with the students. As mentioned in my earlier posts, this time working from home and online was great because it allowed me to focus on my subject area. I was able to research different texts to use for my Level 2 students, revamp my Google sites and use my Google calendar properly. The English Department were able to regroup and refocus together - online (ironically). We were able to review what we had done in Term 1 and collectively work together on what we needed to do for Term 2. The beginning of Term 2, although different and challenging was also a refreshing for me. I enjoyed time with my family, working with the English Department and redesigning my online learning. 

The last seven weeks has been interesting. Returning school was not going to be the typical and familiar return as there were obvious restrictions and guidelines that we had to met in response to COVID 19. The return to school was marked by a hygiene routine (hand sanitizer before and after the lesson, surface sanitizer and a seating plan for each class). Students and staff were happy to be back. As the term progressed things seemed to fall back into place and the normal routine of pre-COVID slowly came back into play. 

Work Ethic 

the principle that hard work is intrinsically virtuous or worthy of reward

One of the blessings to come out of this term was regaining my focus with my core job, teaching. My work ethic over the last few years has been largely driven by my pastoral role as Dean. My focus and priority (back then) was trying to meet the demands that came with pastoral care. One of the biggest blessings from Term 2 was having the time to reconnect with my subject area and online learning. My work ethic now is now focused on both my core job as an English teacher and in my pastoral role as Year 11 Dean. I have never really invested equal time and effort in both roles, one has always trumped the other. 

I think overall the principle of hard work and the reward that comes from this has resonated with me. I think for me the reward is that I am managing my time and trying to be smart with it. I am understanding that time is more than precious, it is vital and how you use it is important. 

The break has been a blessing. I have enjoyed the down time and having a break from work. My Aunt has been in hospital since the beginning of the holidays and I have spent most of my break with her and my family. It is times like this that I really do understand and appreciate the importance of family. It does not matter how hard I work or what I achieve professionally, family and the connections that I am blessed with is something that requires the same if not more attention and effort.